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In this conceptual paper based on ideas proposed by Gilson and Goldberg (2015), we consider how themes in the Canadian Journal for the Study of Adult Education from 2010 to 2020 and other themes from the broader post-secondary education literature inform a conceptual framework for university continuing education units in a post-pandemic world. In turn, a descriptive snapshot of the lived experience of one continuing education unit in 2020 to early 2021 will serve as extra value for the reader. This consideration of the unit relative to the emergent conceptual model points to the future of continuing education practice in universities for years to come.

With the rapidly increasing entrance examinations for the School of Continuing education of CUGB, there is an urgent need of the examination papers that have the parallel testing ability for the same academic program. Based on the analysis of parallel factors and the comparison of the manual generated mode and the computer generated mode, the most time-consuming and experience-consuming steps are found. By providing supports to those steps automatically, a semi-auto computer generated testing paper system was designed and developed for reducing the workload of the experienced faculties to generate testing papers. The papers were generated based on a gradually constructed item-bank. The system offered multiple templates of the testing paper structure plan for assisting semi-auto paper generated procedure and guaranteeing the parallel of the generated papers. In order to construct an item-bank in a short time, an easy-to-use authoring tool with powerful functions was designed and developed. The system supported the spring entrance examination of SCECUGB in 2010 successfully. Faculties gave positive feedback toward the system. (Contains 8 figures and 4 tables.)

Universities are more than institutions only conducting research and educating students in today's world. Changing conditions in the world show that there is a need for redefining the functions of universities. This is called the third mission of universities. Starting from this perspective, this study aims to examine, first, the missions of all state and private universities in Turkey within the framework of the "third mission," one of the most important priorities of universities today. The study results show that universities in Turkey adopted the third mission understanding to a certain extent, and particularly with the influence of the Council of Higher Education (CHE). However, they should do more related to the continuing education (CE), and, partially, to the social engagement (SE) dimensions. While many of the world's leading universities include concepts such as service-learning, public engagement, or outreach in their missions and programs in order to seek integration with the societies in which they exist and with all the stakeholders with whom they cooperate, collaborate, and conduct important related activities, it is a concern regarding Turkey's future that many universities (about 23%) did not even reflect the third mission understanding in their mission statements.

Objective: Media are a main source of medical information for the public, as well as for decision makers. This scenario demands a good selection of stories and correct medical reporting. Design: Our study aimed to analyze if journalistic guidelines or similar documents were already available and whether they provided satisfactory advice for appropriate communication in the field, and to detail recommendations which could become a reference working document. Methodology: Sources for this paper were obtained from PubMed and from websites (and related links) of organizations known to be working in the area of health reporting. Documents providing recommendations for the activity were analyzed and compared through a scheme including nine macro-categories relevant to the selection, verification and building of the story, considering scientific and journalistic issues. The scheme was derived from the most complete document. We then compiled a comprehensive list of recommendations merging the contents of the documents considered and our professional experience. Results: Nine existing guidelines and similar documents representing the worldwide situation were compared. All the documents examined provided interesting indications. Some of these indications shared the basic principles of mainstream journalism (reliability and independence of sources); others were more specific, such as the understanding of the scientific method and its jargon, the need to avoid extrapolations and to understand the difference between "in vitro" and animal studies and clinical trials, statistical parameters, and so on. Most of the topics specific for health communication are concepts which can be grasped only with an adequate scientific background and continuing education. The nature and level of the details provided by these documents vary considerably and in most cases can be fully understood only by experienced journalists with a relevant background. Discussion: Our proposal provides a useful tool listing nearly 70 recommendations ranging from the education of journalists, to all the aspects of selection, understanding and translating of medical and drug information deriving from scientific reports. It is intended for a journalist with a biomedical background, and therefore highlights critical issues without providing detailed descriptions. The proposal endeavors to answer to the main criticisms of medical journalism, particularly the use of sources, the verification of clinical value, the need to follow up on the story. Our work focuses on the prerequisite for a medical journalist to acquire the knowledge that enables him to assess the results of pharmacological and medical research in order to accurately and reliably convey his message to a lay reader. The strength of our working paper derives from the preliminary "benchmarking" of existing documents, as suggested in the literature, but even more so from the concerted effort of the authors, who represent the key stakeholders of the system (researchers, academic teachers, medical journalists and publishers). Conclusion: Our work identifies the major issues entailed in correct health reporting, and constitutes a step forward in overcoming existing barriers between scientists and journalists. The aim is to encourage the mediation of "public-centred" information, which limits the false hopes and expectations that may arise due to communication problems between the two worlds. (Contains 2 tables.)

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Previous studies have identified a deficit with the higher education (HE) decision-making support offered by further education (FE) colleges, compared with other post-16 providers. However, there has been little research as to why this might be the case. This paper explores this issue by considering the HE choice-making experiences of Level 3 Business and Technology Education Council (BTEC) students and the staff supporting them in an FE college in England. Data are viewed through the theoretical lens of the Theory of Practice Architectures, a framework which illuminates the pre-existing conditions holding the practices of HE choice-making in place. The investigation reveals inconsistent College HE choice support, with a reliance on tutors and local universities that can both enable and constrain the programme. Factors underlying the construction of the programme include the structural parameters of both the BTEC qualification and the College, competing College priorities and the varying relationships the College has with different types of universities. The paper concludes by highlighting the complexity of the tensions and conflicts inherent in FE and making a number of practical recommendations as to the underlying conditions that would need to change in order for FE HE choice support to fulfil its potential.

Background: Traditionally, direct medical competences are taught in medical studies, whereas leadership and quality management competences are hardly taught, although graduates are already confronted with management tasks at the beginning of their clinical work. With the upcoming amendment of the Medical Licensing Regulations, this topic area will probably be addressed and must be adequately taught by the faculties. The learning objectives in the area of quality management listed in the current working version of the German National Catalogue of Learning Objectives in Medicine (NKLM) 2.0 have so far been formulated in rather general terms and need to be concretized. Aim: To develop a competence-based learning objectives catalog for the topic area of quality management in medical studies as a structured framework recommendation for the design of faculty teaching-learning programs and as a suggestion for further development of the NKLM. Methods: The competence-based learning objectives catalog was developed by an eight-member working group "Quality Management in Education, Training and Continuing Education" of the Gesellschaft für Qualitätsmanagement in der Gesundheitsversorgung e.V. (GQMG) within the framework of a critical synthesis of central publications. The members of the project group have many years of project experience in quality management in health care as well as in university didactics. Results: Six basic competence goals as well as 10 specific competence goals could be formulated and consented upon. These are each flanked by a list of essential basic concepts and examples. These focus on quality improvements, including patient safety and treatment success against the background of a physician leadership role in an interprofessional context. Discussion: A competency-based set of learning objectives has been compiled that encompasses the necessary concepts and basic knowledge of quality management required for those entering the profession to understand and actively participate in quality management after completing medical school. To the authors' knowledge, no comparable learning objectives catalog is currently available for medical studies, even internationally. [ABSTRACT FROM AUTHOR]

Distance education has emerged out of social compulsion, the dynamics of change and new cultures. It was the failure of traditional systems to be able to meet the demand in countries, where the resources available for tertiary education are limited, which basically gave birth to the new trend of education known as open and distance education. This new and innovative system of education has received a high level of acceptance in different countries as it offers flexible educational opportunities for continuing education to a large segment of their population. The increasing number of older adult learners with varying lifestyles in the population, increasing competitiveness of getting places in tertiary institutions, higher cost of education and a shortage of teachers are the main factors for increasing the popularity of distance education (Duncan, "et al.," 2003). Bangladesh has also taken the opportunity to provide a uniform and mass oriented universal system of education through open and distance education establishing Bangladesh Open University (BOU) in 1992. Objectives of the Study: The main objectives of this study are: (1) to assess the overall status of BOU in comparison with the open universities of two neighboring South Asian countries considering the following aspects: (a) Administrative structural functions; (b) Courses and instructional strategies; (c) Learning opportunities, and (d) Library, laboratory and counselling facilities; (2) to explore the potential of improvement for BOU to enable it to meet the challenges of the country's educational needs in the next millennium. (Contains 1 figure and 8 tables.)

Given the importance of their roles in society, the education of professionals is a central concern for providers and recipients of public services. In this article we consider the contribution of research on professional learning to current debate on the form and content of professional education. This mapping review asked, 'What does the research literature tell us about the characteristics of research into professional learning across professions?' We identified and synthesised primary research involving post-qualification professionals' professional learning. We searched seven databases using terms such as 'professional learning', 'professional development' and 'continuing education' from 2000 to date. We carefully screened articles against agreed criteria, extracted data and mapped the findings. After removing duplicates, 20,616 records remained. After full text screening, 356 articles were included: 266 from teaching (75%), 77 from healthcare (22%) and 13 from another profession or cross-professional (4%). Three included papers that spanned professions. Only 6% of articles studied the institution as the unit of analysis (rather than the individual). Around half of the included papers (49%) included an intervention. Most teaching interventions were proximal to the workplace whereas most healthcare/other studies were distal to the workplace, perhaps reflecting stage of development of the research field. Our study synthesised a heterogeneous literature to indicate the types or research that are needed to progress the debate. The clear differences in 'style' between professions suggested that collaboration could provide mutual benefit. Future research requires studies that report research in ways that lend themselves to evidence synthesis or replication.

Suggests a model to identify variables and measure influence upon the management of a continuing education department. Identifies relevant variables and suggests methods for measuring variables quantitatively. Includes responses from two adult educators operating in a university continuing education program. (JOW)

Presents recommendations on establishing liaisons with elementary and secondary schools; teaching the writing skills; helping independent scholars; developing continuing education programs; requiring foreign language for college admission; training ML graduate students as teachers; resisting exploitation of part-time faculty members; limiting class size; providing career guidance; providing information on technological resources. (MES)

Motivation as the driving force for achieving success, pursuing goals and fulfilling objectives, is shaped and affected by intrinsic and extrinsic factors, psychological contract and work attitude. Like other professionals, English language teachers also need to be motivated for continuous professional improvement in order to achieve organizational goals and ultimately reach high educational quality. Thus, it is of high importance to investigate teachers' (de)motivation toward CPD. This paper focuses on the (de)motivational reasons as to why English language teachers at a university do not take part in professional development despite their awareness of its significance for their career, institution's development and their students' learning. The data from EFL teachers were collected through an online questionnaire consisting of three open-ended questions. The majority of the teachers were found to feel that the continuing professional development events were organized without considering their current workload, needs and contextual factors. It was also found out that the general organizational atmosphere and work attitudes of their colleagues led to decreased motivation and psychological contract. These results offer certain implications for the administrators of educational institutions regarding the importance of considering motivational factors, psychological contract and work attitude in planning continuing professional development for English language teachers.

In health sector, the academics require the faculty members to publish their scientific or scholarly work to contribute to the ever-evolving knowledge and understanding. It also develops connections with people of same field to promote learning and knowledge as a part of continuing education. Due to lack of formal coaching and instruction at the undergraduate level, regarding research methodology, including hypothesis development, sample size calculation, data collection and ethical approvals, the poorly constructed articles are often rejected by the reviewers. Thorough understanding of manuscript writing makes it potentially strong to be accepted by the editorial team. A quality article is a positive addition to the vast field of scientific research. Thus, to ensure the accuracy of scientific knowledge, the manuscripts have to be evaluated intricately. By addressing the issues responsible for rejections, one can maximize the rate at acceptance. [ABSTRACT FROM AUTHOR]

The purpose of this study is to evaluate the research papers published in the periodical entitledContinuing Education in terms of their compliance with the academic criteria required and recognized byrefereed periodicals. To achieve this purpose .the study was conducted on 13 articles as a sample randomlyselected from work published in the abovementioned periodical. This sample represented 30% of all thepapers published between 1980 and 1987. In the light of these results, the writer was able to arrive at several recommendatiOns that wouldensure the improvement of the academic standard of research published in the concerned periodical.

Purpose: The use of e-portfolios in recognition of prior learning (RPL) processes in workplace and professional practice contexts has attracted little attention in the literature due to its emergent nature. This study seeks to explore the growing incidence of e-portfolio-based RPL (e-RPL) and professional recognition (e-PR) processes in Australia and the implications this has for recognising workplace learning. Design/methodology/approach: The paper utilises an exploratory study and involves a content analysis of a selected sample of data sources. The sample includes the abstracts and papers presented at the 2009 VET E-portfolios Showcase and the 2010 ePortfolios Australia conference and the Australian Flexible Learning Framework (AFLF) funded E-portfolio implementation trials 2009 and 2010. Findings: The paper finds an array of e-RPL and e-PR operationalised across multiple fields/disciplines and contexts. The incidence of e-PR is more dominant than that of e-RPL. The findings result in the development of a framework that provides the conceptual scaffolding for recognition systems in the workplace. Research limitations/implications: The study is limited to Australian based data sources. Further analysis could be expanded to international contexts to increase the data and evidence on e-RPL and e-PR processes and the implications these have for recognising workplace. The framework developed from the study provides a conceptual launch pad into future lines of inquiry which can critically explore the underlying pedagogies and knowledge paradigms which have dominated in formal learning systems. Practical implications: The paper includes implications for the correct matching of practices and tasks to appropriate types of e-portfolio based RPL and PR along a continuum of formal to informal learning and varying degrees of learner control. Originality/value: This paper presents an analytical framework for exploring e-RPL and e-PR as distinct processes of recognition through a synthesis of RPL and e-portfolio research and theoretical constructs. The framework includes a typology of e-RPL and e-PR based on Smith and Tillema's typology of portfolios and Cameron's models of RPL. The framework will assist in analysing recognition processes undertaken in workplace contexts. (Contains 4 figures and 7 tables.)

Objective - Conferences are essential opportunities for professional development and for learning about research. This study analyses papers presented in the Research Forum track of the International Association of School Librarians (IASL) conferences to determine whether the amount of school library research reporting increased or decreased over time; who (i.e., what author roles and affiliations) has written about research; which countries were represented in the research articles; what topics were discussed in research articles; and what research methodologies were used. The aim was to determine the extent to which the Research Forum provides research evidence that relates to practice. Methods - This study continues the longitudinal analysis of published school library research begun by Clyde (1996) by analyzing Research Forum papers published in IASL conference proceedings from 1998-2009 and using the same approaches and metrics as previous studies by Clyde (e.g., 1996; 2002; 2004), Clyde and Oberg (2004), and Oberg (2006). Results - Conference paper topics, author origins, quantities, and research approaches remained static through the 11 years analyzed. The analysis reveals that the papers' authors, methods, and topics reflected those found in previous studies of school library research. As well as replicating previous studies, the role of academic research at a practitioner-based conference was investigated. Conclusions - Based on long-established imperatives from leaders in the profession, the IASL conferences provide both evidence and evidence based practice for school librarians from all over the world. However, when scholarly research is shared at practitioner venues, it is possible that school librarians may assume that research results constitute evidence based practice (EBP), not evidence upon which practice should be based. This distinction is important if considering that the purpose of academic research is to objectively inform, not to advocate a particular position or practice. The Research Forum can be a valuable venue for the presentation of empirical research findings and conclusions and objective program evaluations and provide a valuable complement to the evidence based practice descriptions shared in the Professional Papers portion of the conference program. It is argued that the Research Forum must be clear in its purpose: to present the results of research; to present effective practice determined by rigorous evaluation; or to present research-supported arguments for the support of school libraries. Through a reconceptualizat ion of EBP, the paper demonstrates how EBP is both a method and a methodology for the presentation of school library research and practice in a conference atmosphere. [ABSTRACT FROM AUTHOR]

Autobiography has generally been recognized for its literary and artistic aspects, and as a result has been largely overlooked as an instructional method in adult and continuing education. This paper argues for a wider use of autobiography in adult and continuing education programs, proposing that autobiography actually encompasses not only the artistic and literary aspects of life writing, but also the theoretical and philosophical. Based on the autobiographical writings of adult learners collected over a decade of teaching, the author suggests that in the course of bringing these dimensions of their lives together, these writers further not only their understanding of themselves and their world, but also their commitment to educational practice, action, and change.

Purpose: This paper aims to demonstrate how the Nordic model, featuring highly regulated trade union-employer collaboration, has enabled the building of learning organizations through a co-generative learning model involving both practitioners and action researchers. Design/methodology/approach: A literature search on the Nordic sociotechnical systems tradition led to a further search based on the snowball method. This paper reveals how the unique features of the Nordic model for work life through union-management relations constitute a formal system for building learning organizations. Findings: This paper acknowledges the difference in power that exists between the social parties within the Nordic model. However, the practice is not due solely to the political structure in which trade unions, employers' associations and the state form a tripartite collaboration, and thus, create a framework for workplace collaboration. This tripartite collaboration has enabled the development of an organizational practice by action researchers, union representatives and companies over several decades. Originality/value: Limited literature has explicitly linked the formal structures of the Nordic model of work life and the effort to develop learning organizations. This paper addresses criticism that the research field has not fully considered power issues when developing a learning organization. It demonstrates how the Nordic model as a formal structure creates a system of democratic norms and rules that facilitates a safe arena for employees to invest their effort in co-generating a learning organization.

The paper problematises conceptualisations of Vocational Education and Training (VET) and its relationship to social justice by examining a number of debates. It explores a post-structural policy analysis which is sensitive to the manner in which, through research, we constitute the object of our inquiry and as a result of this process subtly change it. This initial discussion leads into an examination of hegemonic constructions of VET. Subsequently, the paper addresses the contours of inequality as they apply to VET and English further education. This is followed by an examination of conceptualisations of equity, equality and meritocracy. In conclusion, the paper poses a question -- how far can VET be shifted from its occupational moorings in order to contribute towards a socially just society, or is it compromised by its close association with the needs of capital and employers? This is not merely an empirical but also a political question that hinges on conceptualisations of social justice and power as well as the manner in which these are addressed in the struggle for a fairer more just society.

Purpose: This paper aims to examine employee-driven innovation (EDI) intertwined with learning, creating a new description combining these two concepts: employee-driven learning and innovation (EDLI). This paper provides insights into the nature of EDLI based on the existing theories and perspectives. It seeks to elaborate EDLI as an ongoing process in and through work. Design/methodology/approach: The paper draws on Jaakkola's (2020) guidance for structuring a conceptual article. The authors first describe the theoretical starting points related to EDI and then elaborate its relationship with learning at work, with the aim of structuring the key elements involved, drawing on and interpreting existing theory and knowledge. Findings: In summary, advanced here are five premises for describing EDLI at work: (1) EDI and workplace learning are strongly intertwined phenomena; (2) learning in the EDI process occurs simultaneously at the intra-personal and inter-personal levels as a reciprocal process of adaptive and innovative learning; (3) innovations are only manifested in and are relevant to the specific cultural-historical and social context of particular enterprises; (4) the continuity of innovations and learning processes is enabled by participation; and (5) triggers from outside the workplace, behind the innovation and the specific consequences (that transcend workplace boundaries) of the innovation anchor aspects of the process outside the workplace or work practice. Originality/value: The paper advances a description and justification of EDLI. As such, it extends, connects and updates previously established theoretical models and explanations of this about EDIs. Based on the premises advanced here, the theoretical and practical contributions are discussed and the research gaps and needs for further research identified.

In its mission to optimise the quality of patient care and the level of clinician training within the fields of biotherapy, the BioTherapeutics, Education and Research (BTER) Foundation and its Maggot Therapy Competency Committee identified qualities and achievements assessed to be the minimum standards that health care professionals should attain in order to be deemed competent in maggot therapy. The set of six standards were selected to reflect the same high degree of professionalism that is used by the Accreditation Council of Graduate Medical Education for assessing other medical specialists, but with an emphasis on the principles and practice of maggot therapy. For each domain in which competency is expected, the rationale has been explained, specific competencies have been articulated, and methods for demonstrating or evaluating those competencies have been suggested. Applicable to any clinician applying maggot dressings professionally, these recommendations should assist those who wish to identify, assess, or achieve competency in maggot therapy. Specifically, these six competencies include: (1) knowledge about wound care in general and maggot therapy in particular; (2) skill in general patient care, to a level commensurate with their professional role; (3) ability to communicate effectively with colleagues, patients, and the general public; (4) professional and ethical behaviour; (5) ability to deliver systems‐based health care; (6) incorporation of continuing education and quality improvement into their practice. [ABSTRACT FROM AUTHOR]

This paper conducts Group Delphi-study and foresight approach within a five-year horizon in the field of digital education, with a specific focus on Continuing Education (CE) in a post-pandemic society. The study examines the impact of increasing digitalisation on the significant population of low-qualified individuals (approximately five million in Germany). The project identifies both opportunities and risks associated with digitalisation in CE for the low-qualified. The study focuses on 1) the impact of digitalisation on the participation of low-qualified people in CE, 2) the impact of accelerated digitalisation on the planning of programmes and services for this target group, 3) the transformation of programmes and services for low-qualified people due to digitalisation, and 4) methodological innovations for predicting the impact of digitalisation in the CE sector.

This article explores the connections between adult education participation and parent involvement in children's education--connections identified during an exploratory case study of parents transitioning into the workforce in compliance with welfare requirements. Data sources included interviews with parents, adult educators, and elementary school staff; field notes; and documents. Parents applied the knowledge and experiences acquired through adult education classes to help children with homework and to model and communicate expectations. Parents drew on course-based social networks to access resources and information about the schools. Finally, adult education participation was perceived to strengthen parents' self-efficacy to support children's education. (Contains 1 table.)

The paper presents and explores the experience of maths students studying in a context shaped by a core concept maths curriculum. The three vignettes that illuminate experience are drawn from a larger research project that worked with five teachers and 630 learners aged 16-18 in Further Education classrooms in England. Analysis involved distinguishing different understandings of being good at maths, different views of a good maths curriculum and identifying enablers and barriers to being a 'successful' maths student. Dewey's ideas about focused experience and collateral learning were used to deepen this analysis. The paper reports a surprising finding. In some cases, students recognize the positive impact learning maths had on developing their wider human capabilities. Maths teachers in England, working in the context of 'new public management', may find reasons to take heart from the accounts of teaching and learning presented. For the international reader who is grappling with the challenge of reengaging maths students, the accounts of what matters to students could spur a reconsideration of priorities and practice.

Important home and community-based issues in the lives of older adults and caregivers relate to end of life. It is well documented that education on end of life, including curricula and textbook content for health and human service professionals, is lacking. This study analyzed another aspect of education: continuing education sessions offered at three major annual conferences for members of the Aging Network. Conference proceedings were reviewed for end-of-life-related content for the years 1999 through 2006. Only four sessions out of 960 addressed end-of-life issues. The implications in the rise of the number of aging consumers accessing end-of-life services depict a need for end-of-life service providers and Aging Network service providers to support opportunities to conduct educational outreach through national conferences. Additional research is recommended to analyze opportunities at the local level for education on end-of-life issues for the Aging Network. (Contains 2 tables.)

Leaders of university continuing education units frequently dedicate significant energy to managing relationships between their units and senior university administrators. Many CJUCE readers know of cases where a particularly sympathetic (or unsympathetic) university president or provost has substantially changed the trajectory of a continuing education unit. Using historical documents from the University of British Columbia, the author of this article constructs a case study of the influence of presidential support on the philosophy and practice of university extension and continuing education. In short, UBC's Extension department emerged and flourished under the leadership of two long-serving presidents who expressed significant support for its function as a primary role of the university. In the 1960s, following the appointment of a president who considered research and degree credit teaching to be the university's distinctive mission, the department experienced a crisis. However, the period following 1975 brought renewed executive support when a new president with an expansive vision of the contribution that the university should make to society was appointed. This article not only presents an interesting historical case study but also provokes reflection on how contemporary leaders in continuing education can nurture support from senior administrators.

Previous work has identified a lack of focused research in the field of team working in university continuing education (UCE). However, teamwork could be seen as self-evident in UCE, in part because UCE is of interest to employees, employers, universities and society. The aim of this study is to "describe" teamwork in UCE at three universities in the UK. The main research question asks: "How can the organisation of UCE be described as 'teamwork'?" A case study strategy is applied for two reasons: first, this is an empirical study involving the examination of objects in their natural environment; and second, it describes a limited but complex situation entailing many relevant factors and hence multiple sources of information. There is a built-in expectation of divergence across cases, since the cases are selected to expose and analyse variation. The chosen research methods are a document study and an interview, based on the nature of the object in question, the research question being raised and the descriptive purpose of the study. The methodological frame of reference used in this study, the "Organisational Context", deals with conditions as prerequisites, team processes, results of teamwork and feedback. The model is reciprocal and basic to the contextual analysis. It has been used in earlier work by Sandberg (e.g., 1997b), and could be discussed in terms of the "ecological" frame of reference (Sundstrom "et al", 1990). The result shows that teamwork is present in many cases in UCE, but many common conditions function as obstacles to teamwork. For example, in many teams members are not permanent, furthermore, the academic system rewards individual achievement more than teamwork. The three cases in the study have significant similarities. The discussion points out that the actors in UCE have different perspectives beyond a common UCE-perspective. The difficulty in establishing the genuine teamwork necessary in UCE could be viewed as rooted in universities not having been originally created to meet the expectations of lifelong learning and continuing education.