Publications

Keywords: Adult learners, alumni and labour market partnerships, circular and transformative continuing, education, coachable moments, coaching, continuing education, diversity management, doctoral pathways, employability, flexible learning pathways, higher education, higher education funding, higher education innovation, impact-driven, institutional innovation, intersectionality, Ireland, labour market integration, learning ecosystems, lifelong learning, lifelong learning entitlement, macro-meso-micro alignment, micro-credentials, migrants, migrated teachers, modular learning, modularisation, participatory governance, phenomenography, re-qualification, recognition of prior learning, strategic competence forecasting, support ecosystem, technology context, triple helix learning ecosystem, university continuing education, university lifelong learning, university-industry collaboration, upskilling and reskilling, workplace learners.

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• Enhancing University lifelong learning Cultures
  Ester COIS, Eva CENDON, Wieger BAKKER, Kathleen O’CONNOR
  Editorial 
• The relevance of the new UK funding system, the lifelong learning entitlement (LLE) to ULL in Europe
  Mary MAHONEY
  Discussion Paper 
• Stakeholder perspectives on lifelong learning in Irish higher education:
  A phenomenographic study
  Lyndsey EL AMOUD
  Research Paper 
• Strategic leadership in continuing education: Insights from SUPSI’s circular and transformative ecosystem
  Sara BENEDETTI, Nadia BREGOLI
  Innovative Practice
• Towards an impactful university lifelong learning offer. Learning for life with
  TU Delft
  Bertien BROEKHANS, Elke SPIESSENS, Cora VAN HAAREN
  Innovative Practice 
• Building Lifelong Learning ecosystems through coaching: Insights from a coaching intervention with workplace learners
  Shermain PUAH, Sok Mui LIM, Shimin NGOH, Jing SHI
  Innovative Practice 
• Bridging initial and lifelong learning. Micro-credentials as a gateway for university students
  Pierre ARTOIS, Christelle DE BEYS, Laetitia LINDEN, Cécile PINSON
  Innovative Practice 
• Empowering lifelong learning: Building flexible pathways in engineering education
  Wim DE BOER
  Innovative Practice 
• Translating strategic competence forecasts into tailored ULLL courses. A case study of the Battery Systems course 
  Jorie SOLTIC
  Innovative Practice 
• From migration to classroom: University continuing education as pathway to teacher integration
  Claudia BERGMÜLLER-HAUPTMANN, Monica BRAVO GRANSTRÖM, Jaqueline GARCIA FERREIRA FUCHS, Violet GRÖSSL
  Innovative Practice 
• Gender, skills and migration: An exploratory study on lifelong learning stories
  Enrica SGOBBA, Teresa Ester CICIRELLI, Anna Fausta SCARDIGNO
  Research Paper
• Later-life learning at universities. Three questions to Janick Naveteur
  Kathleen O’CONNOR, Janick NAVETEUR
  Interview

Keywords: Canada, capacity building, continuing education, education for sustainable development, educational practice, flexibility, green competences, green skills, green transition, higher education, impact, individualisation, interdisciplinarity, interdisciplinary learning, post-secondary education, research communication, sharing science, sustainability, sustainability competences, sustainable development, university continuing education.

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• Editorial. University lifelong learning and the quest for a greener future | Eva CENDON, Wieger BAKKER, Ester COIS | https://doi.org/10.53807/09017X0f
• Ways to the future? University lifelong learning for sustainable development | Eva CENDON | https://doi.org/10.53807/0901w4RG
• Advancing students’ sustainability competences with capacity building course development | Katrin MÄNNIK, Kai PATA | https://doi.org/10.53807/0901BSl1
• University continuing education for sustainable development: the example of the ‘infernum’ distance study programme | Sara BECKER-SCHRÖER | https://doi.org/10.53807/09014AQA
• Demonstrating the link between research, societal challenges and university continuing education: the sustainability theme page | Wieger BAKKER, Michelle JANSEN, Marianne FLORIJN, Magreet MOLENKAMP | https://doi.org/10.53807/0901te3t
• The role of universities in competence-building on green skills. Three questions to Simon Roy | Katrin MÄNNIK, Simon ROY | https://doi.org/10.53807/0901n10d
• University continuing education in Canada: Still bringing the university to the people | Christie SCHULTZ | https://doi.org/10.53807/0901Cd5T

Keywords: Adaptive expertise, adult educators, adult learning, advanced master’s programs, arts, civil engagement, collaboration, concept-mapping, connected learning communities, continuous professional development, curriculum design, education for democracy, European universities alliance, health and wellbeing, higher education, interdisciplinary and inter-professional health professions education, industry-academia collaboration, instructional design, intergenerational and senior learning, learning city-community, lifelong learning, life-wide learning, micro-credentials, public policy, quality, situational awareness, responsible democratic citizenship, teacher training, universities, university lifelong learning.

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• Editorial. Leading Positive Change in Challenging Times
  Lyndsey EL AMOUD, Eva CENDON, Wieger BAKKER, Ester COIS

• Concept-Mapping the Curriculum Design Processes of Adult Education in Higher Education: Lessons from Practice
  Finola McCARTHY, Leslie CORDIE

• Stimulating Situational Awareness in Healthcare Through the Arts: An Interprofessional and Interdisciplinary Perspective
  Annemieke MAAS, Marije LESTERHUIS, Annet van ROYEN-KERKHOF, Hannah VERBEEK, Stefan van GEELEN

• Strategic Stacking: A Balanced Industy-Driven Approach Towards University Lifelong Learning
  Jorie SOLTIC, Benedicte SEYNHAEVE

• Flexible Mechanisms for Lifelong Learning in Higher Education: The case of FLECSLAB
  Rosette S’JEGERS, Lieve van den BRANDE, Mélina DELMAS, Jo ANGOURI

• Strengthening Liberal Democracy Through University Lifelong Learning – The DEMOCRAT Horizon Project as Example of Good Practice
  Diana TREVIÑO-EBERHARD, Carme ROYO

• A Positive Change for the University. The Case of the Lifelong Learning Quality Assurance in French Institutions
  Benoit BERTHOU

• Active Aging in the Frames of a Learning City-Region: The Senior Academy of Pécs
  Klára BAJUSZ, Balazs NÉMETH

• Learning from Life – Exclusion and Discrimination in the Education System. Three questions to Anne Burke
  Lyndsey EL AMOUD, Anne BURKE

Keywords: Academia, continuing education, diversity, equality, financial barriers, formal education, gender equality, inclusion, inclusive policies, lifelong learning, micro-credentials, non-binary, organisational communication, promoting accessibility, reflexivity, refugees, sexual violence, soft skills, tertiary education, transgender.

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• Editorial. Making inclusion and diversity promotion a central strategy in universities | Ester COIS, University of Cagliari (IT); Eva CENDON, FernUniversität in Hagen (DE); Wieger BAKKER, Utrecht University (NL) 
• Academia in the mirror: Methods and tools for promoting academic reflexivity in the university policies for gender equality. The case of the European Erasmus+ project SMILE (Social Meaning Impact through LLL universities in Europe) | Ester COIS, University of Cagliari (IT) 
• Understanding and embedding diversity in an Irish university | Róisín SHANAHAN, Neill WYLIE, Allison KENNEALLY, South East Technological University (IE) 
• Moving beyond the binary: Collaborating to embed sustainable and inclusive gener equality in the Irish Higher Education sector | Allison KENNEALLY, South East Technological University (IE)
• Lifelong Learning and Higher Education serving for the inclusion of refugees and students with migratory backgrounds | Fausta SCARDIGNO, Marianna COLOSIMO, Amelia MANUTI, Serafina PASTORE, University of Bari “Aldo Moro” (IT) 
• Removing financial barriers to Continuing Education for disadvantaged groups | Martina RAUSEO, Nadia BREGOLI, University of Applied Sciences and Arts of Southern Switzerland, SUPSI (CH) 
• A pebble in the shoe: Diversity and Inclusion in University Continuing Education. Conversation with Lilian Nwanze and Matthew Weait | Ester COIS, University of Cagliari (IT); Lilian NWANZE-AKOBO, Maynooth University (IE); Matthew WEAIT, University of Oxford (UK)

Enhancing impact through co-creation, collaboration and partnership

Citation: Enhancing impact through co-creation, collaboration and partnership. European Journal of University Lifelong Learning (EJULL), 7(2), 2023. https://doi.org/10.53807/0702BSLx © eucen 2023. ISSN 2789-4029.

Full Issue size 5,5MB | ISSN 2789-4029 Vol7 No2

Keywords: Advanced studies, augmented reality, case studies, change intervention, change-laboratory, co-creation, collaboration, continuing education, continuous professional, course development, didactical actions, didactic mixing, didactical model, education, educational system, ecosystem, expansive learning, flexible learning pathways, guidelines, healthcare, higher education, impact, inclusive learning, institutional structures, lifelong learning, micro-credentials, microdegrees, mixed classroom, new knowledge production, peer learning, personalised learning, practice orientation, professional development, quality assurance, quality culture, qualitative growth, research impact, stakeholders, sustainability education, Switzerland, teacher reflections, theory practice distinctions, transformative agency, the Netherlands, university continuing education, visual learning.

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• Editorial. The power of connection. | Wieger BAKKER, Utrecht University (NL); Eva CENDON, FernUniversität in Hagen (DE); Timo HALTTUNEN, Turku University of Applied Sciences (FI) 
• A stakeholder approach to Lifelong Learning | Marian THUNNISSEN, Utrecht University and Fontys University of Applied Sciences (NL) 
• How to support universities in strengthening the impact of ULLL and UCE activities. The role of the Italian network of UCE (RUIAP) | Mauro PALUMBO, University of Genova (IT); Roberta PIAZZA, University of Catania (IT) 
• How researchers reach impact through continuous professional education with and for healthcare professionals | Esther DE GROOT, Mathé DELISSEN, Debbie VERMOND, Carmen ERKELENS, Frans H. RUTTEN, Dorien L. M. ZWART, Department of General Practice, Julius Centre for Health Sciences and Primary Care, University Medical Centre Utrecht – UMCU (NL) 
• How to facilitate collaborative continuing and expansive learning?| Loes MEIJER, Esther DE GROOT, Roger DAMOISEAUX, Department of General Practice, Julius Centre for Health Sciences and Primary Care, University Medical Centre Utrecht – UMCU (NL); Grainne P KEARNEY, Centre for Medical Education, Queen’s University Belfast (UK); François SCHELLEVIS, Nivel – Netherlands Institute for Health Services Research (NL)
• Multifaceted connections between theory and practice through a didactical lens – university continuing education’s potential to impact the world | Anita MÖRTH, Independent researcher (DE)
• The potential of ‘didactic mixing’ in Lifelong Learning | Kelly STREEKSTRA, Koen WESSELS, Peter PELZER, Jesse HOFFMAN, Josie CHAMBERS, Utrecht University (NL) 
• The iPEAR approach: combining peer learning and augmented reality in education | Chryssa THEMELI, Ruth MALOSZEK, Friedrich-Alexander-Universität Erlangen-Nürnberg (DE); Carme ROYO, eucen (BE) 
• Designing flexible learning pathways through microdegree programmes: Tallinn University’s approach to Lifelong Learning | Julia REINMAN, Tallinn University (EE) 
• Systematic potentials for co-operation: UCE as a gateway for higher education? | Markus WEIL, Zurich University of Teacher Education (CH) 
• Enhancing quality assurance in continuing education through an organisational cultural change | Clelia PARALUPPI, Patricia Mancebo MAY, Ceyrine PELLIKAAN, Naomi WAHLS, Extension School for Continuing Education – Delft University of Technology (NL) 
• The role of university continuing education in Europe. Three questions to Joost Korte | Wieger BAKKER, Utrecht University (NL); Joost KORTE, European Commission – DG EMPL (BE) 

Contemporary Issues in University Lifelong Learning

Citation: Contemporary Issues in University Lifelong Learning. European Journal of University Lifelong Learning (EJULL), 7(1), 2023. https://doi.org/10.53807/07015bsl
© eucen 2023. ISSN 2789-4029.

Full issue size 2,9MB

Keywords: Collaboration, community engagement, employability, employment, equity, EU projects, graduate recruitment, inclusion, instructional design, instructional design, knowledge transfer, learning, lifelong learning, media, micro-credentials, online learning, partnership, widening participation, work-based learning 

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• University Lifelong Learning as Flexible Learning | Eva CENDON, FernUniversität in Hagen (DE); Ülle KESLI, University of Tartu (EE); Kevin ORR, University of Huddersfield (UK) 
• The graduate boost programme – Higher Education and employers collaborating to explore inclusive recruitment practice for graduates with disabilities | Angela SCANLON, Ursula MCTAGGART, Shauna MCCLOY, Ulster University, Northern Ireland (UK) 
• The Communiversity: A partnership approach to community engaged adult education | Derek BARTER, Sinéad HYLAND, Maynooth University (IE) 
• Application of the iDEAL model of learning to instructional design and media in online learning | Jenny GOOD, Vanessa HOLTGRAVE, University of Massachusetts Global (US)
• A critical analysis of European Micro-credential development in an ERASMUS+ project | Neill WYLIE, Laura WIDGER, Valerie BRETT, Helen MURPHY, South East Technological University (IE)
• Promoting Work-Based Learning in Higher Education in post-Soviet countries: The UniLab project experience | Kirstin SONNE, eucen (BE)
• Openness, Flexibility and the role of AI in University-Industry partnerships. Three questions to Gary Husband | Eva CENDON, FernUniversität in Hagen (DE); Gary HUSBAND, University of Sunderland (UK) 

University Lifelong Learning today and tomorrow: Transforming Higher Education Institutions for a high quality and more inclusive knowledge transfer

Citation: University Lifelong Learning today and tomorrow: Transforming HEIs for a higher quality and more inclusive knowledge transfer. European Journal of University Lifelong Learning (EJULL), 6(2), 2022. https://doi.org/10.53807/0602j257
© eucen 2022. ISSN 2789-4029.

Full issue size 1,9MB

Keywords: Carbon footprint, collaboration, collection and sharing, EU projects, harmonisation, HE Perspective, human-resource development (HRD), Hungary, integration on the job, knowledge transfer, learning cities, learning communities, lifelong learning, mentoring, micro-credential, policies, professionalisation, second language learning, sustainability, university, user experience, validation, virtual collaboration.

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• Editorial: University Lifelong Learning today and tomorrow: Transforming HEIs for quality and knowledge transfer | Eva CENDON, FernUniversität in Hagen (DE); Balazs NEMETH, University of Pecs (HU); Kevin ORR, University of Huddersfield (UK) 
• University Lifelong Learning in Hungary – The role and potential of universities to support the development of Lifelong Learning | Éva FARKAS, University of Szeged (HU) 
• Changing roles of universities in the development of Learning Cities into Smart and Creative Communities. Reflections upon two decades of advancement | Balázs NÉMETH, University of Pecs (HU) 
• Making European collaboration greener: The ONE meeting approach | Eva CENDON, FernUniversität in Hagen (DE); Anita MÖRTH and Andrea MANGIATORDI, Università degli Studi di Milano-Bicocca (IT) 
• A case study on Stand Up Against Street Harassment project | Tamer ATABARUT, Sevgi KESIM GUVEN, Ece Gözde GOKAKIN, Elif YILDIZ, Bogaçizi University (TR) 
• Enabling skill and competence development through language mentors at the workplace | Sarah LUKAS, Monica BRAVO GRANSTRÖM, Roswitha KLEPSER, Karin SCHWEIZER, University of Education Weingarten (DE) 
• Higher education micro-credentials: A European university perspective | Roberto ROMERO-LLOP, José Manuel CASTRO-JIMÉNEZ, Àngels FITÓ-BELTRAN, Vanesa VALERO-GARCÍA, Sagrario MARTÍN-ARAGÓN, RUEPEP – Spanish National Network for University Lifelong Learning (ES) 
• The present and future of lifelong learning. Three questions to Marcella Milana and Zsuzsanna Géring | Kevin ORR, University of Huddersfield (UK); Marcella MILLANA, University of Verona (IT); Zsuzsanna GÉRING, University of Applied Sciences (HU) 

Contemporary Issues in University Lifelong Learning

Citation: Contemporary Issues in University Lifelong Learning. European Journal of University Lifelong Learning (EJULL), 6(1), 2022. https://doi.org/10.53807/0601y5z8
© eucen 2022. ISSN 2789-4029.

Full issue size 1,4MB

Keywords: Anthropocene, fiction, management science, futures research, sustainability, academic professionalisation, education, reflective practitioner, higher education, adult education, internationalisation, professionalisation, careership, routes to teaching, teaching assistants, continuing education, life course, CPD, LLL, providers, cooperation, engineering, diversity, inclusion, migrant background students, women in leadership, low socio-economic status students, intersectionality, anti-racism, teaching.  

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• Surviving and thriving in turbulent times | Eva CENDON, FernUniversität in Hagen (DE); Timo HALTTUNEN, University of Turku (FI); Kevin ORR, University of Huddersfield (UK) 
• New York City in the Anthropocene: learning from fiction | Christine ROUSSAT, Université Clermont-Auvergne IUT Clermont-Auvergne (FR); Valentina CARBONE, ESCP Business School (IT) 
• Pedagogical professionalisation through high education – learning beyond practice | Elise GLASS, FernUniversität in Hagen (DE) 
• International collaboration in higher education for professionalisation in adult education | Vanessa BEU and Regina EGETENMEYER, Julius Maximilian University of Würzburg (DE) 
• Enablers and restrictors in navigating careers in education in England. The role of policy in supporting aspirations to become a teacher | Jane WORMALD, University of Huddersfield (UK) 
• Engineering professional context and CPD | Alfredo SOEIRO, AECEF (PT); Karel de WEVER and Dirk BOCHAR, FEANI (BE) 
• Three pillars for better inclusion in higher education | Carme ROYO, eucen (BE); Timo HALTTUNEN, University of Turku (FI) 
• The role of teachers in creating critically inclusive classrooms | Lilian NWANZE-AKOBO, Maynooth University (IE) 
• Drivers for flexibility. Three questions to Maureen Andrade and Karen Ferreira-Meyers | Timo HALTTUNEN, University of Turku (FI); Maureen ANDRADE, Utah Valley University (US); Karen FERREIRA-MEYERS, University of Eswatini – Institute of distance education (SZ) 

Learning for Impact in a Changing World

Citation: Learning for Impact in a Changing World.European Journal of University Lifelong Learning (EJULL), 5(1), 2021. https://doi.org/10.53807/0501royf
© eucen 2021. ISSN 2789-4029.

Full issue size 1,6MB

Keywords: adaptive expertise, health professions education, agora, multi-disciplinarity, challenges, university continuing education, innovation, future of higher education, boundary spanning, future transformation, physical learning space, qualitative and quantitative methods, learners’ experiences, research literacy, academic literacy, systematic review, working out loud, peer coaching, group bonding, networking, partnerships, skills gap, problem solving, SMEs, lifelong learning, train-the-trainer, design thinking coach, peer tutoring, public-private partnerships, Erasmus, Centres of Vocational Excellence, mature students, short-cycle courses, funding, access and participation.

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• Learning for impact in a changing world | Eva CENDON, FernUniversität in Hagen (DE), Wieger BAKKER, Utrecht University (NL) and Timo HALTTUNEN, University of Turku (FI) 
• Health professions education in times of societal challenges: Acting at the agora | Marieke VAN DER SCHAAF, Stefan VAN GEELEN and Berent PRAKKEN, University Medical Center Utrecht (NL) 
• University continuing education as an innovation lab for future education – potentials and limitations | Eva CENDON, Dorothée SCHULTE and Anita MÖRTH, FernUniversität in Hagen (DE)
• Experiencing learning spaces in continuing education: the learner’s perspective | Christina IPSER, Gregor RADINGER, Sonja BRACHTL, Filiz KESER ASCHENBERGER, Günther SCHREDER, Nicole HYNEK and Lukas ZENK, Danube University Krems (AT) 
• Concept of research literacy in academic continuing education: a systematic review | Filiz KESER ASCHENBERGER and Thomas PFEFFER, Danube University Krems (AT) 
• Networking and student collaboration in times of virtualized contacts: working out loud as a method to promote group cohesion | Nicole ONDRUSCH, Sahnas PREMNAVAS, Heilbronn University of Applied Science (DE) and Julia SCHÖNBRUNN, University of Greenwich (UK)
• Public-private partnerships to solve the skills gap? | Pieter MOERMAN, We are Katapult (NL)
• Train-the-trainer concept in higher education: learning through coaching| Mahsa FISCHER, Nicole ONDRUSCH and Kerstin STEIMLE, Heilbronn University of Applied Science (DE)
• Public-private partnerships in education: Erasmus Centers of Vocational Excellence | Boudewijn GRIEVINK, We are Katapult (NL) 
• The marginalisation of short-cycle courses in English higher education: addressing the unintended outcomes of policy | Kevin ORR, University of Huddersfield (UK) 
• Reinventing traditions. Three questions to Mirko Noordegraaf | Eva CENDON, FernUniversität in Hagen (DE) and Mirko NOORDEGRAAF, Utrecht University (NL)