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Lifelong Learning in Higher Education
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Table of Contents

List of Figures, List of Tables, Preface to the Third Edition, Preface to the Second Edition, Preface, Chapter 1: Lifelong learning: basic concepts, Chapter 2: Lifelong education as a system, Chapter 3: The nature of lifelong learning, Chapter 4: Lifelong learning and higher education, Chapter 5: Lifelong learning and instructional methods: some promising approaches, Chapter 6: Changing institutions to lifelong education, Chapter 7: Evaluating lifelong learning, Chapter 8: A stocktaking: continuing problems in implementing lifelong education, Appendix, References, Index

About the Author

Christopher K. Knapper, Arthur J. Cropley

Reviews

"This book proposes a radical change in the mission and purpose of undergraduate education. It proposes that undergraduate education experiences and undergraduate institutions should prepare students for lifelong learning. "We see a role for universities not only as providers of lifelong learning opportunities but also as an important preparation for lifelong learning in other settings." Nowadays, nearly all universities claim to espouse lifelong learning goals, but their educational programs teaching methods and organizational structures often discourage lifelong learning. This book examines why that is the case and what may be done about it." ...in the..notable.. final chapter on "stocktaking" .. the authors look analytically at all that prevents what they have proposed from being implemented. In contrast to most authors who lay out a pie-in-the-sky plan and then totally ignore the practical realities that prevent it from ever happening, these two identify, confront and respond to existing barriers. They start with the theory that supports what they propose and talk about the lack of supporting empirical evidence. They discuss how there is no consensus supporting a change like this for higher education and propose how consensus might be cultivated. They address the many organizational barriers that involve management, planning and attitudinal problems. Their sanguine confrontation of what is with what they propose adds a level of authenticity that ends up making their proposal all the more intriguing and credible. ..it is a book that will be read by college administrators, organizational planners and anyone else whose decisions today set the future for higher education tomorrow." It'sjust the kind of book you'd like to have a group of mid career, 'kind of stuck doing things the way we've always done them faculty' read at a retreat and then discuss over wine late into the night." -- The Teaching Professor

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