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OverviewThis text has been revised and updated to take account of developments within policy and IT. It shows how colleges and universities might respond to the increasing need for people to take responsibility for their own education and to remain motivated throughout their lives.;Particular reference to teaching methods and organizational structures is made with a mixture of theory and practice. The authors present an analysis of the goals of higher education and examine alternative strategies that can better equip students to become self-directed and self-motivated. They believe that in order to cope with the demands of a rapidly changing world we need an educated population, capable of taking the initiative for their own education. Full Product DetailsAuthor: A Cropley , Chris KnapperPublisher: Taylor & Francis Ltd Imprint: Routledge Falmer Edition: 3rd Revised edition Dimensions: Width: 15.60cm , Height: 1.30cm , Length: 23.40cm Weight: 0.480kg ISBN: 9780749427948ISBN 10: 0749427949 Pages: 249 Publication Date: 01 January 2000 Audience: College/higher education , Professional and scholarly , Undergraduate , Postgraduate, Research & Scholarly Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsList 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, IndexReviewsThis 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 """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" Author InformationChristopher K. Knapper, Arthur J. Cropley Tab Content 6Author Website:Countries AvailableAll regions |
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