International Journal of Lifelong Education

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
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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

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Abstract: Despite the widespread adoption of MOOCs, no business model has emerged to make them sustainable from an institution standpoint. Using MOOCs as a marketing platform shows promise; but for this to succeed, it is necessary to understand the motivations of those who undertake them, and to demonstrate how these same motivations can be better satisfied through enrolment in a fee-paying university course. We discuss the motivations for students as they progress through a MOOC and the factors that might lead to subsequent university enrolment. Our arguments are informed by MOOC statistics, the AIDA marketing model, and the literature on adult education, technology adoption, goal seeking, and consumer value. We argue that most students are led to MOOC enrolment through close alignment of the course topic and subject matter with their personal goals, and through establishment of an attractive value proposition. Progress in the MOOC depends on whether this goal alignment is maintained, and whether the value assumptions of students are met or exceeded. We predict that subsequent university enrolment will most likely occur when the MOOC experience is both satisfying and representative of the university experience, and where the increased time and financial commitment demanded by formal study is offset by the greater likelihood of attaining the focal goal. For this strategy to succeed, it will be necessary for the host institution to actively work with MOOC students to create an awareness of appropriate fee-paying courses and to promote the benefits of university study. This has implications for the way institutions market their courses to MOOC students.
    No preview · Article · Nov 2015 · International Journal of Lifelong Education
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    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.
    Preview · Article · Dec 2014 · International Journal of Lifelong Education
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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.
    No preview · Article · Jul 2014 · International Journal of Lifelong Education

  • No preview · Article · Mar 2014 · International Journal of Lifelong Education
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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).
    Preview · Article · Jan 2014 · International Journal of Lifelong Education
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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.
    No preview · Article · Jan 2014 · International Journal of Lifelong Education
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    ABSTRACT: Research on motivation for learning (or achievement motivation) has flourished in the past 30 years. Social-cognitive theories dominate the field and have provided many insights, but have been criticised for relying on a traditional methodological base and lacking contextualisation and embeddedness in individual experience. In the current 'learning age', sustaining motivation for (often formal/academic) learning across the life span is increasingly expected, but understanding the persistence of such learning across life is not well understood. Much of the work on motivation for learning is quantitative, employing questionnaires, brief interviews or experimental manipulations. Longitudinal, qualitative research is sparse, though a necessary counterpoint that can provide contextualised and alternative accounts of motivation through time and across culture. This paper presents a case study applying self-efficacy research, the lifespan theory of control and transitions theory to an individual's learning trajectory.
    No preview · Article · Dec 2012 · International Journal of Lifelong Education
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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.
    No preview · Article · Dec 2012 · International Journal of Lifelong Education
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    ABSTRACT: Many US women have had or will experience a cardiac event and little is known about their learning experiences associated with subsequent lifestyle change. In this qualitative study, the researcher examined the experiential learning of 22 women who made lifestyle changes after a cardiac event. Meaning making experiences were examined for influence in changing behaviour, self-perception and outlook. The researcher identified findings which indicate that prior experiences, the cardiac event itself, post-event experiences and reflection helped facilitate lifestyle change, changes in self-perception and the incorporation of advocacy. Implications of the study include attendance to pre- and post-experiences and that the cardiac event itself provides a foundation for making changes and developing new ways of living with heart disease.
    No preview · Article · Dec 2012 · International Journal of Lifelong Education