scholarly journals Learning cities and implications for adult education research

2020 ◽  
Vol 39 (5-6) ◽  
pp. 423-427
Author(s):  
Sue Webb ◽  
John Holford ◽  
Steven Hodge ◽  
Marcella Milana ◽  
Richard Waller
Keyword(s):  
Education Research ◽  
Adult Education ◽  
Learning Cities

scholarly journals Learning Cities in Progress

2020 ◽  
Vol 26 (1) ◽  
pp. 67-84
Author(s):  
Balázs Németh
Keyword(s):  
Education Research ◽  
Adult Education ◽  
Citizen Participation ◽  
Research Work ◽  
Age Groups ◽  
City Region ◽  
Interdisciplinary Approaches ◽  
And Performance ◽  
The Impact ◽  
Learning Cities

This paper analyses the influence of the rise and development of learning cities and regions in adult education research work. Comparative adult education research has got great potential to investigate the concrete mechanism of learning city-region constructions and to analyse the changing nature and structures of learning city-region models. Therefore, the paper tries to underline the impact of some relevant theoretical focuses and related models perspectives and limitations to comparative adult education research work since it is important to examine how learning city-region collaborations at local-regional levels may enhance both participation and performance in the learning of adults, but also of other age groups, and affect the intergenerational dimensions of learning as well as community development. At the same time, this contribution signals the need for interdisciplinary approaches and positions in comparative research work on local and regional citizen participation in learning programmes.

scholarly journals Moninaisuudessa vuosikirjan vahvuus ja heikkous

2001 ◽  
Vol 21 (2) ◽  
pp. 195-196
Author(s):  
Jani Ursin
Keyword(s):  
Education Research ◽  
Adult Education ◽  
Nordic Countries ◽  
Academic Press

Reforms and policy : adult education research in Nordic countries / S. Tosse & P. Falkencrone & A. Puurula & B. Bergstedt (toim.). Trondheim : Tapir Academic Press, 2000.

scholarly journals The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals

2017 ◽  
Vol 68 (1) ◽  
pp. 63-79 ◽  
Author(s):  
Ellen Boeren
Keyword(s):  
Data Mining ◽  
Qualitative Research ◽  
Education Research ◽  
Adult Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Quantitative Research ◽  
Critical Discussion ◽  
Journal Articles ◽  
Quantitative And Qualitative Research

An examination of articles published in leading adult education journals demonstrates that qualitative research dominates. To better understand this situation, a review of journal articles reporting on quantitative research has been undertaken by the author of this article. Differences in methodological strengths and weaknesses between quantitative and qualitative research are discussed, followed by a data mining exercise on 1,089 journal articles published in Adult Education Quarterly, Studies in Continuing Education, and International Journal of Lifelong Learning. A categorization of quantitative adult education research is presented, as well as a critical discussion on why quantitative adult education does not seem to be widespread in the key adult education journals.

scholarly journals Research on University Continuing Education: Barriers and Future Possibilities

2013 ◽  
Vol 25 (2) ◽  
Author(s):  
Anne Percival ◽  
Bill Kops
Keyword(s):  
Education Research ◽  
Adult Education ◽  
Continuing Education ◽  
Research Activity ◽  
University Continuing Education ◽  
Traditional Approaches

This paper examines barriers to research on university continuing education (UCE) in terms of two groups of factors: those that inhibit adult education research generally, and those that are specific to the UCE context and adversely affect research activity in this setting. Within UCE, the mandate, culture, qualifications of staff, the nature of work, and the nature of research that is conducted make traditional approaches to research problematic. The paper suggests that acceptance of a broader conceptualization of research by university continuing educators could enhance research related to practice.

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