This article focuses on the issue of the ‘skills gap’ and the possibility for governments to stimulate collaborative partnerships between educational institutions and businesses (‘public-private partnerships’) to reduce this gap. The Dutch government initialized several such initiatives to realize regional public-private partnerships in vocational and higher education (Ministry of Education, 2017; Ministry of Economic Affairs, 2018), but also within the private sector alone, to stimulate cooperation to bridge the skills gap. The government implemented an incentive to build partnerships with much freedom to set goals and activities and to focus on experimentation and learning, with the requirement of co-funding and shared goals among partners. Partnerships might be able to achieve results that colleges or companies could never hope to attain alone (‘the whole is greater than the sum of the parts’). Based on an analysis of 48 partnerships up until 2017, this appears to be true: partnerships can engage in a large variety of activities that each partner alone would not have accomplished; and can reflect and adapt based on their progress. However, the power relationship within the partnerships appears to have a strong tendency to lean towards the education institution, leading to goal displacement regarding their primary goal and the termination of activities that are perceived as difficult by the education institution, in the Netherlands most notably lifelong learning. This causes concern about the likelihood of involvement of (smaller) companies in the long term. The position of the less powerful partners (often small-and medium sized companies) needs to be strengthened for them to continue to participate, focusing on activities that benefit these partners, such as lifelong learning.
本文重点关注“技能差距”问题，以及政府刺激教育机构和企业之间的合作伙伴关系(“公私伙伴关系”)以缩小这一差距的可能性。荷兰政府发起了几项这样的倡议，以实现职业和高等教育的区域公私伙伴关系(Ministry of education, 2017;经济部，2018年)，但也仅限于私营部门，以刺激合作，弥合技能差距。政府实施了一项激励措施，鼓励建立伙伴关系，在设定目标和活动方面有很大的自由，并将重点放在实验和学习上，同时要求合作伙伴共同出资，共同实现目标。合作可能会取得大学或公司永远无法企及的成果(“整体大于部分之和”)。根据对截至2017年的48个伙伴关系的分析，这似乎是正确的:伙伴关系可以参与各种各样的活动，这些活动是每个伙伴单独完成不了的;并能根据自己的进步进行反思和调整。然而，伙伴关系中的权力关系似乎有向教育机构倾斜的强烈趋势，导致其主要目标的目标位移，以及教育机构认为困难的活动的终止，在荷兰最明显的是终身学习。这引起了人们对(较小)公司长期参与的可能性的担忧。需要加强实力较弱的伙伴(通常是中小型公司)的地位，使它们能够继续参与，重点关注有利于这些伙伴的活动，例如终身学习。
{"title":"Public-private partnerships to solve the skills gap?","authors":"P. Moerman","doi":"10.53807/0501alt6","DOIUrl":"https://doi.org/10.53807/0501alt6","url":null,"abstract":"This article focuses on the issue of the ‘skills gap’ and the possibility for governments to stimulate collaborative partnerships between educational institutions and businesses (‘public-private partnerships’) to reduce this gap. The Dutch government initialized several such initiatives to realize regional public-private partnerships in vocational and higher education (Ministry of Education, 2017; Ministry of Economic Affairs, 2018), but also within the private sector alone, to stimulate cooperation to bridge the skills gap. The government implemented an incentive to build partnerships with much freedom to set goals and activities and to focus on experimentation and learning, with the requirement of co-funding and shared goals among partners. Partnerships might be able to achieve results that colleges or companies could never hope to attain alone (‘the whole is greater than the sum of the parts’). Based on an analysis of 48 partnerships up until 2017, this appears to be true: partnerships can engage in a large variety of activities that each partner alone would not have accomplished; and can reflect and adapt based on their progress. However, the power relationship within the partnerships appears to have a strong tendency to lean towards the education institution, leading to goal displacement regarding their primary goal and the termination of activities that are perceived as difficult by the education institution, in the Netherlands most notably lifelong learning. This causes concern about the likelihood of involvement of (smaller) companies in the long term. The position of the less powerful partners (often small-and medium sized companies) needs to be strengthened for them to continue to participate, focusing on activities that benefit these partners, such as lifelong learning.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124188869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has brought universities to a new situation. Some students were unable to complete their internship or semester abroad as planned, and this led to an increase in the number of students participating in classes at their home institution. Also, the courses that used to take place in-person needed to be transformed to online courses with the consequent lack of the traditional interactions among students and lecturers, so new approaches, which are often supervision intensive, are needed to keep the students engaged. Therefore, we developed a Train-the-Trainer concept by designing a model based on coaching, peer-tutoring, and learning exchanges. Here we are expanding the traditional tutor concept to assure the following overarching goals:
{"title":"Train-the-trainer concept in higher education: learning through coaching","authors":"Mahsa Fischer, Nicole Ondrusch, Kerstin Steimle","doi":"10.53807/05016vme","DOIUrl":"https://doi.org/10.53807/05016vme","url":null,"abstract":"The COVID-19 pandemic has brought universities to a new situation. Some students were unable to complete their internship or semester abroad as planned, and this led to an increase in the number of students participating in classes at their home institution. Also, the courses that used to take place in-person needed to be transformed to online courses with the consequent lack of the traditional interactions among students and lecturers, so new approaches, which are often supervision intensive, are needed to keep the students engaged. Therefore, we developed a Train-the-Trainer concept by designing a model based on coaching, peer-tutoring, and learning exchanges. Here we are expanding the traditional tutor concept to assure the following overarching goals:","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122941218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this discussion paper, we describe the recent development of Erasmus Centres of Vocational Excellence, discuss how these public-private partnerships are crucial in co-creating activities like Lifelong Learning in a holistic way and share some of the lessons learned from the pilot Centres of Vocational Excellence.
{"title":"Public-private partnerships in education: Erasmus Centers of Vocational Excellence","authors":"B. Grievink","doi":"10.53807/0501orhv","DOIUrl":"https://doi.org/10.53807/0501orhv","url":null,"abstract":"In this discussion paper, we describe the recent development of Erasmus Centres of Vocational Excellence, discuss how these public-private partnerships are crucial in co-creating activities like Lifelong Learning in a holistic way and share some of the lessons learned from the pilot Centres of Vocational Excellence.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123566458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mirko Noordegraaf: Societal impact is a key concept in the Netherlands; in Dutch universities; in my university, Utrecht University and especially in my faculty within the university, the Faculty of Law, Economics and Governance. We use it to make sure that we have a more contemporary understanding of how the university functions in relation to society. To be more precise, we use it as a key concept to link both academic education and research to society, to societal practices, partners, themes, issues, problems, etc. We do not say ‘we have impacts which occur alongside our education and research’; no, we have education and research as the core of our university, but we explicitly want to relate this education and research to society.
{"title":"Reinventing Traditions. Three questions to Mirko Noordegraaf","authors":"Eva Cendon, M. Noordegraaf","doi":"10.53807/05013cgx","DOIUrl":"https://doi.org/10.53807/05013cgx","url":null,"abstract":"Mirko Noordegraaf: Societal impact is a key concept in the Netherlands; in Dutch universities; in my university, Utrecht University and especially in my faculty within the university, the Faculty of Law, Economics and Governance. We use it to make sure that we have a more contemporary understanding of how the university functions in relation to society. To be more precise, we use it as a key concept to link both academic education and research to society, to societal practices, partners, themes, issues, problems, etc. We do not say ‘we have impacts which occur alongside our education and research’; no, we have education and research as the core of our university, but we explicitly want to relate this education and research to society.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129365113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past thirty years Higher Education (HE) in England has transitioned from being a relatively small elite system to being a mass system, with some of the features of a universal system (Trow, 2007). Yet, the number of mature part-time undergraduate entrants to English Higher Education (commencing their courses aged 21 or over) has declined significantly in the past ten years (Hubble & Bolton, 2021). This article discusses one aspect of this decline, the marginalisation of short-cycle courses leading to technical qualifications below bachelor’s degree level. These courses have traditionally attracted part-time mature students and they lead to long-established qualifications that are well-recognised by employers. The government’s emphasis on full-time bachelor’s degree courses for students starting under the age of 21 has, however, had the unintended outcome of making these short-cycle courses much less attractive for universities and for students. This article explains that student funding is the most significant barrier to participation, but universities also need to make adjustments if more part-time mature students are to access these short-cycle courses.
{"title":"The marginalisation of short-cycle courses in English higher education: addressing the unintended outcomes of policy","authors":"K. Orr","doi":"10.53807/0501nqrg","DOIUrl":"https://doi.org/10.53807/0501nqrg","url":null,"abstract":"Over the past thirty years Higher Education (HE) in England has transitioned from being a relatively small elite system to being a mass system, with some of the features of a universal system (Trow, 2007). Yet, the number of mature part-time undergraduate entrants to English Higher Education (commencing their courses aged 21 or over) has declined significantly in the past ten years (Hubble & Bolton, 2021). This article discusses one aspect of this decline, the marginalisation of short-cycle courses leading to technical qualifications below bachelor’s degree level. These courses have traditionally attracted part-time mature students and they lead to long-established qualifications that are well-recognised by employers. The government’s emphasis on full-time bachelor’s degree courses for students starting under the age of 21 has, however, had the unintended outcome of making these short-cycle courses much less attractive for universities and for students. This article explains that student funding is the most significant barrier to participation, but universities also need to make adjustments if more part-time mature students are to access these short-cycle courses.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127174998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Health professionals’ work environments are rapidly changing. This paper aims to describe the implications of societal challenges for the education and training of health professionals. We compare the need for multi-disciplinarity, innovation and flexibility with acting at an agora. In ancient times, an agora was a public space for trade, politics, arts, science and justice. It was open to all individuals for multidisciplinary debates and connected to education and training. Success in the agora demands professionals’ development of adaptive expertise. Adaptive experts are efficient and innovative in meeting (new) societal challenges. Adaptive expertise can only be developed in a joint approach by both the professional and the organization. Agency is needed from both sides and inclusive and innovative learning and work environments are highly important prerequisites. The article illustrates this point with examples from the University Medical Center in Utrecht, where we foster such an environment by means of The New Utrecht School.
{"title":"Health professions education in times of societal challenges: Acting at the agora","authors":"M. Schaaf, S. Geelen, Berent Prakken","doi":"10.53807/0501cdle","DOIUrl":"https://doi.org/10.53807/0501cdle","url":null,"abstract":"Health professionals’ work environments are rapidly changing. This paper aims to describe the implications of societal challenges for the education and training of health professionals. We compare the need for multi-disciplinarity, innovation and flexibility with acting at an agora. In ancient times, an agora was a public space for trade, politics, arts, science and justice. It was open to all individuals for multidisciplinary debates and connected to education and training. Success in the agora demands professionals’ development of adaptive expertise. Adaptive experts are efficient and innovative in meeting (new) societal challenges. Adaptive expertise can only be developed in a joint approach by both the professional and the organization. Agency is needed from both sides and inclusive and innovative learning and work environments are highly important prerequisites. The article illustrates this point with examples from the University Medical Center in Utrecht, where we foster such an environment by means of The New Utrecht School.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129718821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Societal change, whether gradual or disruptive in character, has an impact on the kind of research expertise and knowledge which professional organisations, communities and learners need. At the same time, with their research, expertise and knowledge, universities have their own impact in this changing world. Professionals working in different spheres of society have to continuously develop and adapt their expertise to continue making a societal impact. Universities have - and feel - more and more the responsibility to make their expertise and the results of their research available where it is needed and for those who are in need of it in a more inclusive way, and in so doing they are generating a broad societal impact. With these reflections in mind eucen organized together with Utrecht University on 2 nd June 2021 an online Experts Seminar entitled Learning for impact in a changing world . With this online Experts Seminar, we also celebrated the 30th anniversary of eucen. The topic of the Expert Seminar and the celebration of 30 years of eucen were a perfect stimulus to restructure and further develop our eucen eJournal of University Lifelong Learning and transform it into the current European Journal of University Lifelong Learning for researchers, managers and practitioners. We understand our journal, which has already been published regularly for five years, as an interdisciplinary and cross-sectoral journal that takes the different nature of practices of university lifelong learning (ULLL) as its central focus. This approach provides a forum in which to address policy questions, and for the development of theory and the dissemination of innovative practice in the field of ULLL. Following this understanding, we did some developmental work by broadening the scope of papers to be invited, thereby reflecting the diversity of roles and interests of our readership in university lifelong learning across Europe and beyond.
{"title":"Learning for impact in a changing world","authors":"Eva Cendon, W. Bakker, Timo Halttunen","doi":"10.53807/0501qh9e","DOIUrl":"https://doi.org/10.53807/0501qh9e","url":null,"abstract":"Societal change, whether gradual or disruptive in character, has an impact on the kind of research expertise and knowledge which professional organisations, communities and learners need. At the same time, with their research, expertise and knowledge, universities have their own impact in this changing world. Professionals working in different spheres of society have to continuously develop and adapt their expertise to continue making a societal impact. Universities have - and feel - more and more the responsibility to make their expertise and the results of their research available where it is needed and for those who are in need of it in a more inclusive way, and in so doing they are generating a broad societal impact. With these reflections in mind eucen organized together with Utrecht University on 2 nd June 2021 an online Experts Seminar entitled Learning for impact in a changing world . With this online Experts Seminar, we also celebrated the 30th anniversary of eucen. The topic of the Expert Seminar and the celebration of 30 years of eucen were a perfect stimulus to restructure and further develop our eucen eJournal of University Lifelong Learning and transform it into the current European Journal of University Lifelong Learning for researchers, managers and practitioners. We understand our journal, which has already been published regularly for five years, as an interdisciplinary and cross-sectoral journal that takes the different nature of practices of university lifelong learning (ULLL) as its central focus. This approach provides a forum in which to address policy questions, and for the development of theory and the dissemination of innovative practice in the field of ULLL. Following this understanding, we did some developmental work by broadening the scope of papers to be invited, thereby reflecting the diversity of roles and interests of our readership in university lifelong learning across Europe and beyond.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116517608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The future relevance of higher education (HE) is closely related to its impact on society, with innovation being central to answering current and future societal issues. This article positions university continuing education (UCE) at the crossroads of HE and society, operating in an intermediate position between inside and outside of academia. It asks if and how UCE can be both a boundary spanner and drive societal innovation as well as be an innovation lab for the future of HE. Transposing relevant elements of innovation theory to an innovation matrix that includes different layers and degrees of innovation and by employing a case study approach, the study analyses four cases against this innovation matrix. In doing so, the article reveals the broad range of different innovations within the cases. In addition, contrasting the cases offers new theoretical perspectives on innovation in UCE as it reveals two possible directions of innovation – inside/outside the organisation and its dimensions and direct/indirect effects. This article contributes to an understanding of innovation in UCE that has thus far received only limited study.
{"title":"University continuing education as an innovation lab for future education – potentials and limitations","authors":"Eva Cendon, Dorothée Schulte, Anita Mörth","doi":"10.53807/0501asxt","DOIUrl":"https://doi.org/10.53807/0501asxt","url":null,"abstract":"The future relevance of higher education (HE) is closely related to its impact on society, with innovation being central to answering current and future societal issues. This article positions university continuing education (UCE) at the crossroads of HE and society, operating in an intermediate position between inside and outside of academia. It asks if and how UCE can be both a boundary spanner and drive societal innovation as well as be an innovation lab for the future of HE. Transposing relevant elements of innovation theory to an innovation matrix that includes different layers and degrees of innovation and by employing a case study approach, the study analyses four cases against this innovation matrix. In doing so, the article reveals the broad range of different innovations within the cases. In addition, contrasting the cases offers new theoretical perspectives on innovation in UCE as it reveals two possible directions of innovation – inside/outside the organisation and its dimensions and direct/indirect effects. This article contributes to an understanding of innovation in UCE that has thus far received only limited study.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126434968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Ipser, Gregor Radinger, Sonja Brachtl, Filiz Keser Aschenberger, Günther Schreder, Nicole Hynek, L. Zenk
The number of students participating in academic continuing education programmes has steadily increased over recent years. However, currently, little is known about the experiences and learning conditions of adult students. This study examines students’ experiences of physical learning environments on an academic continuing education university campus. To gain a comprehensive insight, an interdisciplinary approach combining the fields of architecture, education, and psychology was chosen. In a case study, we used a mix of qualitative and quantitative data-collection methods including a questionnaire, a semantic differential scale, walking interviews and facilitated focus groups, as well as technical measurements and photo protocols. Our results demonstrate that spatial characteristics such as acoustics, air quality, visual comfort, furniture and equipment, plants and greenspaces were essential factors in creating a conducive learning environment. Furthermore, students specified a strong need for appropriate spaces for collaborative work and individual and informal exchanges on campus. Noise disturbance and the lack of favourable design features were the most frequently mentioned characteristics perceived negatively. Our findings indicate that the design of informal learning spaces on campus that align with appropriate learning activities based on students’ experiences and expectations is crucial for continuing education students.
{"title":"Experiencing learning spaces in continuing education: the learner’s perspective","authors":"C. Ipser, Gregor Radinger, Sonja Brachtl, Filiz Keser Aschenberger, Günther Schreder, Nicole Hynek, L. Zenk","doi":"10.53807/0501lcuf","DOIUrl":"https://doi.org/10.53807/0501lcuf","url":null,"abstract":"The number of students participating in academic continuing education programmes has steadily increased over recent years. However, currently, little is known about the experiences and learning conditions of adult students. This study examines students’ experiences of physical learning environments on an academic continuing education university campus. To gain a comprehensive insight, an interdisciplinary approach combining the fields of architecture, education, and psychology was chosen. In a case study, we used a mix of qualitative and quantitative data-collection methods including a questionnaire, a semantic differential scale, walking interviews and facilitated focus groups, as well as technical measurements and photo protocols. Our results demonstrate that spatial characteristics such as acoustics, air quality, visual comfort, furniture and equipment, plants and greenspaces were essential factors in creating a conducive learning environment. Furthermore, students specified a strong need for appropriate spaces for collaborative work and individual and informal exchanges on campus. Noise disturbance and the lack of favourable design features were the most frequently mentioned characteristics perceived negatively. Our findings indicate that the design of informal learning spaces on campus that align with appropriate learning activities based on students’ experiences and expectations is crucial for continuing education students.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129448141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Drivers for flexibility. Three questions to Maureen Andrade and Karen Ferreira-Meyers","authors":"Timo Halttunen, M. Andrade, K. Ferreira‐Meyers","doi":"10.53807/0601ijpt","DOIUrl":"https://doi.org/10.53807/0601ijpt","url":null,"abstract":"","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"209 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128481334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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