International Journal of Lifelong Education Impact Factor & Information

Publisher: Taylor & Francis (Routledge)

Journal description

The International Journal of Lifelong Education provides an international forum for the debate of the principles and practice of lifelong, continuing, recurrent adult and initial education and learning. A common but not exclusive theme is the social purpose of lifelong education. Discussions in the journal have shown that those concerned with the education of adults and children must face the issue of the relationship of that activity to the society in which they seek to promote it: the journal provides the context for an informed debate on the theory and practice of lifelong education in a variety of countries. All papers are peer-reviewed. Each issue carries a lively reviews section.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website International Journal of Lifelong Education website
Other titles International journal of lifelong education (Online)
ISSN 1464-519X
OCLC 41399238
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Recent developments in digital scholarship point out that academic practices supported by technologies may not only be transformed through the obvious process of digitization, but also renovated through distributed knowledge networks that digital technologies enable, and the practices of openness that such networks develop. Yet, this apparent freedom for individuals to re-invent the logic of academic practice comes at a price, as it tends to clash with the conventions of a rather conservative academic world. In other words, it may still take some time until academia and the participatory web can fully identify themselves with one another as spaces of ‘public intellectualism’, scholarly debate and engagement. Through a narrative inquiry approach, this research explores how academic researchers engaged in digital scholarship practices perceive the effects of their activity on their professional identity. Pierre Bourdieu’s concept of habitus is used as a theoretical construct and method to capture and understand the professional trajectories of the research participants and the significance of their digital practices on their perceived academic identity. The research suggests that academics engaged in digital practices experience a disjointed sense of identity. The findings presented in this article illustrate how experiences with and on the participatory web inform a new habitus which is at odds with a habitus that is traditionally expected in academia.
    International Journal of Lifelong Education 12/2014; 34(2). DOI:10.1080/02601370.2014.985752
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    ABSTRACT: In this contribution I explore how critical pedagogical perspectives can inspire adult and community education practices. The central argument is that today, in contrast with the heydays of emancipatory practices and theories, the classical critical approaches need reconsideration. The paper explores how these approaches sometimes have a stultifying effect on the participants in practice. In line with the French philosopher Rancière, a perspective is explored that departs from emancipated participants, rather than from participants in need of emancipation. The theoretical investigation is inspired by reflections on art practices that struggle with similar questions on emancipation as the field of adult and community education .
    International Journal of Lifelong Education 12/2014; 33(6):821-831. DOI:10.1080/02601370.2014.973458
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    ABSTRACT: Student engagement, a student’s emotional, behavioural and cognitive connection to their study, is widely recognized as important for student achievement. Influenced by a wide range of personal, structural and sociocultural factors, engagement is both unique and subjective. One important structural factor shown in past research to be a barrier for distance students is access to quality space and time. This qualitative study followed 19 mature-aged distance students and their families, exploring how they learned to manage their space and time throughout their first semester at university. Institutions often claim that distance study and the increased use of technology overcomes barriers of space and time; however, the findings from this study suggest it merely changes the nature of those barriers. The ideal space and time for these students was individual and lay at the intersection of three, sometimes competing, demands: study, self and family. A critical influence on success is family support, as is access to financial resources. Learning what constitutes ideal space and time for engagement is an important part of the transition to university. The institution has a vital role to play in aiding this process by ensuring flexibility of course design is maintained, providing more flexible advice and targeting support at this important issue.
    International Journal of Lifelong Education 07/2014; DOI:10.1080/02601370.2014.884177
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    ABSTRACT: This paper is available through OPEN ACCESS on the Taylor & Francis website. ABSTRACT: In important respects, European ideas of the university have spread across the world. The principal ‘philosophical’ statements on which this idea of the university is based (Humboldt and Newman) assumed the people inhabiting universities—as students—would come from the youth of a social elite. The outward-facing elements of the Bologna Process, and the European Higher Education Area, aiming mainly at promoting higher education as an export business, focus on students of similar age and social status; its internal mobility dimensions have a similar effect within Europe. The social dimension of Bologna, in contrast, aimed to open higher education more across the social spectrum—though still assuming that the principal groups enrolling would be young. Bologna’s social dimension was strongly influenced by EU debates and policy approaches: while it arguably owed its origins to this fact, the social dimension’s limited success (and more recent displacement from policy, if not rhetoric) can be put down in large part to the difficulties in encapsulating complex and contested social priorities in internationally acceptable indicators, and to the EU’s valorisation of competitiveness in the Lisbon Process (particularly after the onset of recession in 2008).
    International Journal of Lifelong Education 01/2014; 33(1):7-25. DOI:10.1080/02601370.2013.873210
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    ABSTRACT: What are the driving forces behind the unequal distribution of training after graduation among higher education graduates? Participation in lifelong learning is restricted here to work-related training. The paper aims at examining the mechanisms that cause variation in training rates, by taking into account fields of study, personal competency profiles, preferences, motivation and effort, as well as job and workplace-related characteristics and social- and human-capital related variables. International survey data (the Reflex study) five years after graduation are employed. The results indicate that participation in work-related training is mainly triggered by push-factors at the workplace, as well as by motivational factors. The training rates vary across countries, with an especially low participation rate in Norway, and a high participation rate in Finland. The paper discusses the possible reasons for this variation.
    International Journal of Lifelong Education 01/2014; 32(2):165–189. DOI:10.1080/02601370.2012.733972
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article addresses the question: how can lifelong education contribute to subjective well-being by engaging learners and fostering active citizenship? The question arises due to the fact that governments in the western world have identified well-being as an important policy driver. Well-being research suggests that subjective well-being, student engagement and active citizenship are interconnected—that engagement and active citizenship contribute to subjective well-being. The paper discusses three emerging views about how lifelong education can engage learners in active citizenship. One conforms to mainstream views that lifelong education must prepare learners for success in a globalized world as global citizens. Another holds that lifelong education must be reformed to create global citizens who contribute to social well-being. A third view aligns with social critical perspectives that lifelong education must advance well-being through social justice. The paper concludes by discussing how conforming, reforming and radical views about lifelong education can enhance active citizenship, engagement and well-being.
    International Journal of Lifelong Education 01/2013; 32(5):639-651. DOI:10.1080/02601370.2012.753125
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    ABSTRACT: This article uses a conceptual approach to understand how qualified teachers in England with occupational experience use pedagogic and occupational knowledge and experiences in their teaching practices. The conceptual approach consists of two parts: (1.) ‘Putting Knowledge to Work’ (PKtW), a generic concept which uses ‘recontextualisation’ processes to investigate how learners apply knowledge in different settings, and (2.) a structure for applying PKtW to teachers. This article is based on the qualitative findings of a project which consisted of eight qualified teachers. In addition to the discussions, the complexities of applying the conceptual framework to teachers with occupational experience and a typology of knowledge sources and recontextualisation approaches are offered. The last section outlines the implications for teacher training, work settings, continuous professional development and for other teaching professionals in different pedagogic settings.
    International Journal of Lifelong Education 12/2012; DOI:10.1080/02601370.2012.700649
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    ABSTRACT: The purpose of this research was to identify how lifelong learning has the potential to accommodate the changed circumstances and future needs of women who become mothers as teenagers. The research drew on the previously separate theories of lifelong learning and becoming a mother to frame this initial study. A qualitative case study was used to evaluate the Young Parents Program, which was devised to meet the informal learning needs of young mothers aged between 15 and 25 years. A total of eight mothers completed a survey and four of them also participated in a focus group interview to provide more in depth responses. The results indicate that the content of the programme provided relevant information that met the informal learning needs of the participants. The delivery of the programme helped participants to make connections with other young mothers in similar circumstances. The findings imply that informal learning programmes that respond well to the immediate needs of young mothers have the potential to prevent young mothers from becoming socially isolated. Young mothers who become engrossed in their own problems without access to relevant informal learning may fail to undertake formal learning opportunities that might be available in the future.
    International Journal of Lifelong Education 10/2012; DOI:10.1080/02601370.2012.700645
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    ABSTRACT: The decision to make the UK student population financially responsible for their own university education has major implications for the future of higher education provision. Chief among these implications will undoubtedly be a much stronger emphasis on the student experience, not least the experience of the teaching and learning environment. Given the increasing influence of consumerism on student identity, the distinct possibility exists that such notions of market-led accountability will be first in line to shape how the academic–student relationship is redefined and understood in future years. It is therefore an appropriate time to explore alternatives to such a narrow understanding of relationships—an understanding that inevitably tends to frame direct accountability in terms of economic exchange. It is argued in this paper that one alternative can be developed by exploring a more relational approach to HE pedagogy, and more specifically one that is based on a synthesis of critical theory and psychoanalysis. By emphasising the intersubjective nature of learning and teaching and the role of emotions in this regard, the paper argues that a relationally centred approach takes seriously questions of trust, recognition and respect at the heart of the academic–student relationship, while also making space for doubt, confusion and relational anxiety.
    International Journal of Lifelong Education 10/2012; DOI:10.1080/02601370.2012.700648
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    ABSTRACT: This paper explores the connection between participation in community-based adult learning (CBAL) and the development of social capital. It is based on a life-history study of participation in community-based adult learning opportunities undertaken in two local authority areas in Scotland. A life-history approach was chosen in order to ensure that the learners’ perspectives were at the heart of the research while taking account of the context in which learning took place. Two semi-structured life history interviews were carried out with each of 10 learners and data were analysed in three stages, which led to the identification of cross-cutting themes. The paper explores the learners’ experiences of participating in CBAL as described by them. It confirms for CBAL what has been established previously for other types of adult learning, namely that participation can support the development of social capital for some learners. Furthermore, it is argued that other learners were able to recover decreased or lost social capital through their participation. The paper contributes to an understanding of community-based adult learning as part of the continuum of lifelong learning opportunities, as it illustrates the potential of CBAL not only to support the development of social capital, but also to help learners recover capital that might have decreased through their life circumstances.
    International Journal of Lifelong Education 10/2012; DOI:10.1080/02601370.2012.693955
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    ABSTRACT: Adult literacy is a crucial element of community and economic development in South Africa and many developing countries striving to meet Millennium Development Goals. However, few governments invest the recommended 6% of education budgets on programmes for adults. Without resources, volunteer educators and international supporters rely on their own creativity to generate project-based learning. Freirian pedagogy and the New Literacy Studies, which theorizes literacy practices grounded in the meaning of daily life, inform this study. This article documents a photovoice project for literacy development in Soweto, South Africa. The project was an initiative stemming from international and cross-cultural collaboration between two women, Geraldine Monama, the literacy coordinator at Orlando East library in Soweto, and Strawn, a community development and adult literacy researcher from the United States. We report what we learned from the project and details of the collaborative process to support similar efforts.
    International Journal of Lifelong Education 10/2012; DOI:10.1080/02601370.2012.693957
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    ABSTRACT: Within the past two decades, mainstreaming culture in education has taken centre stage in Africa. This development has been facilitated by the fact that western education introduced in Africa during the era of colonialism marginalised indigenous knowledge systems. Although since independence African governments have made several attempts to reform education in order to make it more culturally relevant and responsive to the needs of Africans, the education system in Africa continues to reflect western values and knowledge sources. Non-western knowledge production sources continue to be neglected in universities in Africa. This paper discusses the philosophy behind the establishment of university-based adult education in Ghana and its trajectory since its establishment. The paper argues that although adult education is dynamic and transformational, there is a need to incorporate indigenous sources of knowledge. The paper proposes that cultural action models such as communalism and spirituality should be incorporated into the teaching of adult education.
    International Journal of Lifelong Education 10/2012; DOI:10.1080/02601370.2012.693956
  • [Show abstract] [Hide abstract]
    ABSTRACT: The philosophy of radical behaviourism remains misunderstood within the field of adult education. Contributing to this trend is the field’s homogeneous behaviourist interpretation, which attributes methodological behaviourism’s principles to radical behaviourism. The guiding principles and assumptions of radical behaviourism are examined to highlight distinctions between the two philosophies. Significant differences are found in positions on private events, reductionism, mechanism, operationalism, and logical positivism. Examples of critical misunderstandings in adult education literature are detailed. The philosophy’s impact on adult education is discussed in three areas: instructional design, adult career and technical education, and human resource development. Recent advances in behaviour analytic research and practice are then presented to demonstrate its continued relevance to adult education. It is argued that a re-conceptualization of behaviourism is needed to position radical behaviourism as a unique adult education philosophy.
    International Journal of Lifelong Education 10/2012; DOI:10.1080/02601370.2012.700647