Knust / Hanft Continuing Higher Education and Lifelong Learning

An international comparative study on structures, organisation and provisions
1. Auflage 2009
ISBN: 978-1-4020-9676-1
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 377 Seiten

Anke Hanft and Michaela Knust The present study examines and compares the structure and organisation of c- tinuing higher education in six countries: Austria, Finland, France, Germany, the UK and the USA. The focus is not just on current continuing education provisions at higher education institutions but also on the institutions themselves and their surrounding milieu. The study also attempts to move away from a purely national angle and to approach the topic from an international perspective. The conclusion is reached that when it comes to the development, establishment and professional implementation of continuing education provisions, German higher education ins- tutions lag behind the other countries in the comparison in almost all areas. The main ndings in terms of the three levels 'system', 'institution', and 'programme' are summarised below. 1 Continuing Education in the Higher Education System There are considerable divergences, both nationally and internationally, in the d- inition of the German term 'wissenschaftliche Weiterbildung' ('academic c- tinuing education'). In the English-speaking world, a variety of terms such as 'lifelong learning', 'adult education', 'continuing education', 'continuing higher education', 'university-level continuing education' or 'continuing professional development' are often used as synonyms without any precise differentiation - and this is not perceived as a problem.

Autoren/Hrsg.

Knust, Michaela

Hanft, Anke

Inhaltsverzeichnis

1;Contents;6
2;About the Authors;7
3;Executive Summary;12
4;Continuing Higher Education in a State of Flux: An International Comparison of the Role and Organisation of Continuing Higher Education;18
4.1;1 Higher Education in Germany: A System Geared Towards Normal Students;18
4.2;2 Continuing Higher Education in Germany: At the Centre of a Changing Environment;20
4.3;3 The Perspective Offered by an International Comparison;21
4.4;4 Methodological Challenges;22
4.5;5 International Range of Continuing Higher Education;24
4.6;6 A New Direction for Continuing Higher Education;26
4.7;7 Prospects of a More Open-Minded Approach;29
4.8;References;30
5;Design of the International Comparative Study;31
5.1;1 Selection of Countries for Comparison;31
5.2;2 Partially Independent Research Groups;32
5.3;3 Three Levels of Analysis;33
5.4;4 Methodological Challenges;34
5.4.1;4.1 Problems of Definition;34
5.4.2;4.2 Interdependence of the Subjects of the Three Levels of Analysis;35
5.4.3;4.3 Feature Variations Within the Countries in the Comparison;36
5.5;5 Attempts to Find Solutions;36
5.5.1;5.1 Flexible Definition;36
5.5.2;5.2 Closeness to the Subject;37
5.5.3;5.3 Principle of Openness;37
5.5.4;5.4 Country-Specific Analysis Rather than Over-Hasty Comparisons;38
5.6;References;38
6;Comparative Overview of Study Results;39
6.1;1 Introduction;39
6.2;2 System Level;40
6.2.1;2.1 Education and Higher Education Policy Framework for Continuing Education;40
6.2.1.1;2.1.1 Target Groups;41
6.2.1.2;2.1.2 Providers;43
6.2.1.3;2.1.3 Courses and Programmes;45
6.2.1.4;2.1.4 Specific National Contexts;46
6.2.1.5;2.1.5 Role of Continuing Higher Education;50
6.2.2;2.2 How Accessible Are Higher Education Institutions in the Age of Lifelong Learning?;52
6.3;3 Institution Level;54
6.3.1;3.1 Organisation, Management and Regulation of Continuing Higher Education;54
6.3.1.1;3.1.1 Organisation and Management of Continuing Higher Education;54
6.3.1.2;3.1.2 Teaching Staff and Motivation to Participate in Continuing Higher Education;57
6.3.2;3.2 Is Continuing Higher Education Organised Centrally or Via Individual Faculties?;60
6.3.3;3.3 Specific Aspects of Continuing Higher Education: Quality Assurance, Marketing and Funding;61
6.3.3.1;3.3.1 Quality Assurance and Development;61
6.3.3.2;3.3.2 Marketing;62
6.3.3.3;3.3.3 Funding;63
6.3.4;3.4 Profile Development and Continuing Higher Education Providers' Perception of Their Profession;66
6.3.5;3.5 Institutional Lifelong Learning Policy;69
6.4;4 Programme Level;71
6.4.1;4.1 Course Structure;71
6.4.1.1;4.1.1 Number of Courses, Subject Matter, Duration and Access Requirements;71
6.4.1.2;4.1.2 Academic Versus Vocational Orientation;74
6.4.1.3;4.1.3 Identifying the Needs of Target Groups;75
6.4.2;4.2 New Types of Learning;75
6.4.3;4.3 Specific Partnership Arrangements with the Business Community;77
6.5;5 Implications;78
6.5.1;5.1 Adapting the Framework to Lifelong Learning;79
6.5.2;5.2 Professionalising Lifelong Learning;79
6.5.3;5.3 Opening Up New Markets;82
6.6;References;84
7;Continuing Higher Education in Germany;86
7.1;1 Study Design;87
7.2;2 System Level;89
7.2.1;2.1 Issues Related to Specific Länder;89
7.2.1.1;2.1.1 Comprehensive Definitions of Continuing Higher Education;89
7.2.2;2.2 Continuing Higher Education Framework;90
7.2.2.1;2.2.1 Qualification and Levels of Qualification;90
7.2.2.2;2.2.2 Unemployment and University Qualifications;91
7.2.2.3;2.2.3 High Education Funding/Capacity Development;91
7.2.2.4;2.2.4 Legal/Political Environment;92
7.2.2.5;2.2.5 Social and Cultural Framework;97
7.2.2.6;2.2.6 Technical Environment;98
7.2.3;2.3 The Role of Continuing Higher Education;99
7.2.3.1;2.3.1 Continuing Higher Education in the Context of the Education System as a Whole;99
7.2.3.2;2.3.2 The Role of Continuing Higher Education in Relation to Training/Education and Employment Systems;101
7.3;3 Institution Level;103
7.3.1;3.1 Data;103
7.3.2;3.2 Organisational Structures and Management of Continuing Higher Education;107
7.3.2.1;3.2.1 Organisational and Legal Form;107
7.3.2.2;3.2.2 Management Structures;109
7.3.2.3;3.2.3 Teaching Staff;111
7.3.3;3.3 Quality Assurance;113
7.3.4;3.4 Marketing;115
7.3.5;3.5 Funding of Continuing Higher Education;116
7.3.6;3.6 Future Prospects;122
7.4;4 Programme Level;125
7.4.1;4.1 Participating Universities and Volume of Courses;125
7.4.2;4.2 Course Structure;126
7.4.2.1;4.2.1 Duration and Timing;126
7.4.2.2;4.2.2 E-Learning;129
7.4.2.3;4.2.3 Course Content;130
7.4.2.4;4.2.4 Academic and Vocational Orientation of Courses;133
7.4.2.5;4.2.5 Target Groups;134
7.4.3;4.3 Formal Aspects of Continuing Education;136
7.4.3.1;4.3.1 Entrance Requirements;136
7.4.3.2;4.3.2 Recognition of Prior Experience;137
7.4.3.3;4.3.3 Credits and Qualifications;138
7.4.4;4.4 Partnerships;140
7.5;5 Current Situation and Future Prospects for Continuing Higher Education;141
7.5.1;5.1 Current Situation;141
7.5.2;5.2 Quality Assurance Systems;143
7.5.3;5.3 Future Prospects for Continuing Education;144
7.5.3.1;5.3.1 Programme Efficiency;144
7.5.3.2;5.3.2 Technology;145
7.5.3.3;5.3.3 Marketing Strategies;145
7.5.4;5.4 Future Prospects for Continuing Higher Education;145
7.5.5;5.5 General Trends and Ambivalent Consequences;147
7.6;6 Profiles of Institutions;148
7.6.1;6.1 Steinbeis-Hochschule, Berlin;148
7.6.2;6.2 Technische Hochschule, Kaiserslautern;149
7.6.3;6.3 Fachhochschule Konstanz;151
7.6.4;6.4 European Business School;153
7.7;References;154
8;Continuing Higher Education in Finland;159
8.1;1 Introduction;159
8.1.1;1.1 Study Design;160
8.1.1.1;1.1.1 Secondary Analysis;160
8.1.1.2;1.1.2 Questionnaire;161
8.1.1.3;1.1.3 Hearing of Experts;161
8.1.2;1.2 Demographic, Topographic and Economic Data;161
8.2;2 System Level;162
8.2.1;2.1 Definition of Continuing Higher Education;162
8.2.2;2.2 Continuing Higher Education Framework;165
8.2.2.1;2.2.1 (Macro-)Economic Framework;165
8.2.2.2;2.2.2 Political Framework;166
8.2.3;2.3 Providers of Continuing Higher Education;168
8.2.3.1;2.3.1 Universities;169
8.2.3.2;2.3.2 Polytechnics;169
8.2.3.3;2.3.3 Open University/Finnish Virtual Open University;170
8.2.3.4;2.3.4 Student/Participant Numbers;171
8.2.4;2.4 The Role of Continuing Higher Education;173
8.3;3 Institution Level;174
8.3.1;3.1 Organisational Structures and Management of Continuing Higher Education;174
8.3.1.1;3.1.1 Centres for Continuing Education;174
8.3.1.2;3.1.2 Incentives for Lecturers;176
8.3.1.3;3.1.3 Case Study: Palmenia Centre for Continuing Education (Helsinki);176
8.3.2;3.2 Quality Assurance;178
8.3.3;3.3 Public Relations, Marketing and Advertising;181
8.3.4;3.4 Funding of Continuing Higher Education;181
8.3.5;3.5 Future Prospects;183
8.4;4 Course Provision: University of Helsinki;186
8.4.1;4.1 Continuing Education Courses at the University of Helsinki;186
8.4.2;4.2 Marketing and Public Relations;187
8.4.3;4.3 Co-operation;187
8.5;References;187
9;Continuing Higher Education in France;189
9.1;1 Introduction;189
9.2;2 System Level;191
9.2.1;2.1 The Basic Conception of Continuing Education in France;191
9.2.1.1;2.1.1 From Continuing Education to Continuing Higher Education;191
9.2.1.2;2.1.2 Nuances of Continuing Higher Education;192
9.2.2;2.2 Continuing Higher Education;194
9.2.3;2.3 Continuing Higher Education Providers;195
9.2.4;2.4 Framework Conditions;200
9.3;3 Institution Level;203
9.3.1;3.1 Organisational Structures and Management of Continuing Higher Education;204
9.3.2;3.2 Quality Assurance;207
9.3.3;3.3 Publicity and Marketing;208
9.3.4;3.4 Funding of Continuing Higher Education;209
9.3.5;3.5 Participants;213
9.4;4 Programme Level;213
9.4.1;4.1 Courses;215
9.4.2;4.2 Formal Aspects of Continuing Education;217
9.4.2.1;4.2.1 Access Requirements and Admission Criteria;217
9.4.2.2;4.2.2 Credit Points and the Assessment of Learning Outcomes;217
9.4.3;4.3 Staff Motivation and Participation in Continuing Education;218
9.4.3.1;4.3.1 Financial Incentives;218
9.4.3.2;4.3.2 Academic Recognition;218
9.4.4;4.4 Partnerships;219
9.5;5 Profile of the Universit Lille I SUDES;219
9.5.1;5.1 Organisational Structure and Management;220
9.5.2;5.2 Staff;221
9.5.3;5.3 Provisions;222
9.5.4;5.4 Development Prospects;223
9.6;6 Conclusions and Challenges;223
9.7;7 Interviewees;225
9.8;References;226
10;Continuing Higher Education in the United Kingdom;228
10.1;1 Study Design;228
10.1.1;1.1 Survey of Provision;229
10.1.2;1.2 Expert Interviews;229
10.1.3;1.3 Online Survey;229
10.2;2 System Level;230
10.2.1;2.1 Definition and Characteristics of Continuing Higher Education;230
10.2.1.1;2.1.1 Liberal Education -- University Continuing Education;230
10.2.1.2;2.1.2 Lifelong Learning;233
10.2.1.3;2.1.3 Summary;234
10.2.2;2.2 Continuing Higher Education Providers;234
10.2.3;2.3 Continuing Higher Education Framework;235
10.2.3.1;2.3.1 Macro-economic Framework;235
10.2.3.2;2.3.2 Political and Statutory Framework;235
10.2.3.3;2.3.3 Social and Cultural Framework;235
10.2.4;2.4 The Role of Continuing Higher Education;235
10.2.4.1;2.4.1 Boosting Competitiveness in the British Economy;237
10.2.4.2;2.4.2 Enhancing Social Inclusion -- Combating Social Inequality;238
10.2.4.3;2.4.3 Self-Development (Studying for Fulfilment and Pleasure);238
10.3;3 Institution Level;238
10.3.1;3.1 Organisational Structure and Management of Continuing Higher Education;238
10.3.1.1;3.1.1 Trends;238
10.3.1.2;3.1.2 Legal Status;239
10.3.1.3;3.1.3 Organisational Structure;239
10.3.2;3.2 Profiles of Selected Universities;241
10.3.2.1;3.2.1 Open University ' The UK's First Lifelong Learning University;241
10.3.2.2;3.2.2 University of East London (Post-1992) -- A Strong Social Mission, Decentralised Organisation of Continuing Education;242
10.3.2.3;3.2.3 Recruitment of Academic Staff;243
10.3.3;3.3 Quality Assurance -- Quality Through Transparency;243
10.3.3.1;3.3.1 QAA Quality Assurance Procedures;243
10.3.3.2;3.3.2 Quality Assurance Tools;244
10.3.4;3.4 Funding of Continuing Higher Education;244
10.3.4.1;3.4.1 General Remarks;244
10.3.4.2;3.4.2 Mainstream (State) Funding;245
10.3.4.3;3.4.3 Teaching Funding Method -- TFM in England;246
10.3.4.4;3.4.4 Sponsorship -- Unregulated Sources of Income;247
10.3.4.5;3.4.5 Funding of New Continuing Higher Education Provision;247
10.3.4.6;3.4.6 Tuition Fees and Charges;248
10.3.4.7;3.4.7 Rates of Pay for Visiting Lecturers/Non-established Teachers;248
10.3.4.8;3.4.8 Summary of Funding Arrangements;248
10.3.5;3.5 Future Prospects;250
10.3.5.1;3.5.1 Current Trends in Provision;250
10.3.5.2;3.5.2 Future Trends in Provision;251
10.3.5.3;3.5.3 Widening Participation Initiatives;251
10.3.5.4;3.5.4 Funding Trends;251
10.3.5.5;3.5.5 Other Trends in Higher Education in the UK;252
10.4;4 Programme Level;252
10.4.1;4.1 Courses;252
10.4.1.1;4.1.1 Form and Duration;252
10.4.1.2;4.1.2 E-Learning;255
10.4.1.3;4.1.3 Subject, Academic and Vocational Orientation;256
10.4.1.4;4.1.4 Academic and Vocational Orientation;256
10.4.2;4.2 Partnerships;257
10.5;References;258
11;Continuing Higher Education in Austria;260
11.1;1 Study Design;260
11.2;2 System Level;264
11.2.1;2.1 Definition of Continuing Higher Education;264
11.2.2;2.2 Continuing Higher Education Providers;266
11.2.3;2.3 Continuing Higher Education Framework;268
11.2.4;2.4 The Role of Continuing Higher Education;271
11.3;3 Institution Level;272
11.3.1;3.1 Organisational Structures and Management of Continuing Education;272
11.3.1.1;3.1.1 Organisational and Legal Structure;272
11.3.1.2;3.1.2 Management Structures;274
11.3.1.3;3.1.3 Recruitment of Teaching Staff;275
11.3.2;3.2 Quality Assurance;276
11.3.3;3.3 Public Relations, Marketing and Advertising;278
11.3.3.1;3.3.1 Similar Trends Emerged From the Expert Interviews;280
11.3.4;3.4 Funding of Higher Continuing Education;281
11.3.5;3.5 Future Prospects;283
11.3.6;3.6 General Information;284
11.4;4 Programme Level;284
11.4.1;4.1 Courses;285
11.4.1.1;4.1.1 Course Duration;285
11.4.1.2;4.1.2 E-learning;287
11.4.1.3;4.1.3 Course Content;287
11.4.1.4;4.1.4 Academic and Vocational Orientation of Courses;289
11.4.1.5;4.1.5 Continuing Education Provision for Specific Target Groups;291
11.4.2;4.2 Identifying Needs;292
11.4.3;4.3 Formal Aspects of Continuing Education;292
11.4.3.1;4.3.1 Entrance Requirements;292
11.4.4;4.4 Staff Motivation and Participation in Continuing Education;294
11.4.5;4.5 Partnerships;294
11.5;5 Conclusions and Future Challenges;295
11.6;References;298
12;Continuing Higher Education in the United States of America (USA);299
12.1;1 Study Design;299
12.2;2 System Level;301
12.2.1;2.1 Definition of Continuing Higher Education;301
12.2.2;2.2 Continuing Higher Education Providers;302
12.2.2.1;2.2.1 Who Provides Continuing Higher Education?;302
12.2.2.2;2.2.2 Distribution of Continuing Higher Education;306
12.2.3;2.3 Continuing Higher Education Framework;306
12.2.3.1;2.3.1 Macro-Economic Framework;306
12.2.3.2;2.3.2 Legal and Policy Framework;307
12.2.3.3;2.3.3 Socio-Cultural Framework;307
12.2.3.4;2.3.4 Technical Framework;308
12.2.4;2.4 Function of Continuing Higher Education;309
12.2.4.1;2.4.1 Compulsory Continuing Education;309
12.2.4.2;2.4.2 Human Capital Development;309
12.2.4.3;2.4.3 Career Development;310
12.2.4.4;2.4.4 Personal Development;310
12.3;3 Institution Level;310
12.3.1;3.1 Organisational Structure and Management of Continuing Education;310
12.3.1.1;3.1.1 Organizational and Legal Form;311
12.3.1.2;3.1.2 Management Structure;312
12.3.1.3;3.1.3 Recruitment of Teaching Staff;313
12.3.2;3.2 Quality Assurance;314
12.3.3;3.3 Public Relations, Marketing and Advertising;315
12.3.4;3.4 Funding of Continuing Higher Education;316
12.3.4.1;3.4.1 Sources of Income;316
12.3.4.2;3.4.2 Cost Coverage;317
12.3.5;3.5 Future Prospects for Continuing Higher Education;317
12.4;4 Programme Level;319
12.4.1;4.1 Formal Aspects;319
12.4.1.1;4.1.1 Qualifications;319
12.4.1.2;4.1.2 E-Learning;323
12.4.1.3;4.1.3 Entrance Requirements;325
12.4.1.4;4.1.4 Subject Areas;327
12.4.1.5;4.1.5 Programme Orientation: Academic Versus Work-Based;328
12.4.1.6;4.1.6 Continuing Education Programmes for Specific Target Groups;329
12.4.2;4.2 Demand for Continuing Higher Education;330
12.4.3;4.3 Motivation and Participation of Staff in Continuing Education;330
12.4.4;4.4 Partnerships;331
12.4.4.1;4.4.1 Secondary Data;331
12.4.4.2;4.4.2 Co-operation at the Institutions Surveyed;331
12.4.5;References;333
13;Corporate Universities and Research Associations as Players in Continuing Higher Education;335
13.1;1 Aim of This Study;335
13.2;2 Corporate Universities;336
13.2.1;2.1 Definition of This Type of Organisation;336
13.2.2;2.2 Continuing Higher Education by Corporate Universities?;338
13.2.2.1;2.2.1 DaimlerChrysler Corporate University (DCU);339
13.2.2.2;2.2.2 AutoUni;340
13.2.2.3;2.2.3 How Academic Is Continuing Education in CUs?;342
13.2.3;2.3 Co-operation Activities of Corporate Universities;345
13.3;3 Research Associations;352
13.3.1;3.1 Overview;352
13.3.1.1;3.1.1 Max-Planck-Gesellschaft Unless otherwise indicated, the information was taken from the association0s website, www.mpg.de .;352
13.3.1.2;3.1.2 Fraunhofer-Gesellschaft Unless otherwise indicated, the information was taken from the association0s website, www.fraunhofer.de .;353
13.3.2;3.2 Continuing Higher Education Offered by Research Associations?;353
13.3.2.1;3.2.1 Promotion of Young Scientists/Junior Researchers;354
13.3.2.2;3.2.2 Public Understanding of Research (PUR), Public Understanding of Science and Humanities (PUSH) and Recruitment of the Next Generation of Scientists;356
13.3.2.3;3.2.3 Science and Technology Transfer and Recruitment of the Next Generation of Scientists;358
13.3.2.4;3.2.4 Publications, Partner Programmes and Recruitment of the Next Generation of Scientists;360
13.3.3;3.3 Co-operation Activities of Research Associations;362
13.4;4 Final Summary;364
13.5;References;366
14;Author Index;368
15;Subject Index;371