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The issue of academic leadership in contemporary higher education is gaining increasing attention as universities and other higher education institutions are looked to by governments to meet a variety of public policy objectives－educational, economic and social. This requires both rapid and coherent responses from insti-tutions. The state is not the only stakeholder: students, civic society, employers, professional bodies and academic disciplines all have an interest in the shape and operation of contemporary higher education. Taken together these create a complex environment of competing demands on the university and those charged with managing these interactions and subsequent implementation processes. As educational institutional it might be expected that universities would be well placed to support those appointed (or elected) to leadership positions at middle and senior levels through substantive and relevant training and professional development. But is this necessarily the case? Focusing mainly on developments in Europe, this paper draws on relevant literature to explore the situation in practice. It addresses the challenges of balancing ‘efficiency’ with maintenance of collegiality and efforts towards greater inclusiveness and diversity in the composition of academic leadership, with particular attention to the continuing under-representation of women at senior levels., 今日の高等教育機関は、教育・経済・社会など広い領域の公共政策に沿うことが政府から期待されており、アカデミック・リーダーシップを巡る議論への注目が高まっている。大学はそうした期待に、迅速でありながらも一貫性ある対応を取らなければならない。主要なステークホルダーは政府だけでなく、学生、地域社会、雇用主、専門職団体、学会なども、高等教育機関のあり方と運営に関心を寄せている。このことは、大学が矛盾する要求に応えなければならない環境に置かれることを意味し、大学執行部には各ステークホルダーとの調整やそれをふまえた計画の実行が求められる。大学は教育機関であるから、任命や選挙による選出にかかわらず、大学執行部の地位を得るまでに、中堅・ベテラン教職員に対して実質的かつ妥当なトレーニングの機会を用意すべきだという考えもあるだろう。しかし、こうした考えはうまくいくだろうか。本稿では、主に欧州での取り組みに注目しながら、現場の状況を詳述した文献を整理する。その上で、同僚性の維持を担保した効率性追求と、大学執行部における多様性の包摂というバランスが、重要な課題であることを論じる。とくに、多様性の包摂では大学の上級職に女性が少ない問題も考察する。

Unprecedented growth of older population, globally and in Ireland, particularly population aged 65+ is projected to increase: from 637,500 in 2016 to 1.4 million by 2046, driven by higher life expectancy (CSO, 2013). One dominant theme: rising ‘Old Age Dependency’ ratios and resulting pressure for public finances.

As increasing numbers of people decide to remain in the workforce beyond the traditional retirement age – whether by choice or necessity – new prospects arise for individuals, educational providers, employers and businesses. While individuals can remain active members of the workforce, with advantages to themselves, society and the economy, employers can also benefit from the available talent of people of all ages, making the workplace more diverse and inclusive. Changing workforce dynamics point to the need for a shift towards more ‘age-friendly’ policies and practices, supported by the public policy. The report is designed to be of interest to a range of colleagues including: policy makers; employers; education and training providers; trade unions; businesses; researchers; and individuals.

This paper explores the relation between EU lifelong learning policies and strategies on the one hand, and, on the other, the attributes and practices of adults in relation to learning in later life. Following a brief summary of the genealogy of the concept of lifelong learning, a critical examination is provided of EU policies on and participation rates in lifelong learning. The discussions will focus in particular on that intersection between later life and lifelong learning by highlighting the failure of much current EU legislation and perspectives on lifelong learning to take serious account of the changing nature of lifecourse patterns and, in particular, the role and involvement of the ‘post-work’ population.

An increase in migration has led in recent years to growing diversity in society, particularly linguistic diversity, which in turn is influencing higher education. A significant percentage of students now present with a mother tongue different to the medium of instruction. Many also possess additional competencies in a range of other languages. This chapter considers the challenges and opportunities which this situation poses for language teaching practice and policy in a university context. It also discusses possible implications for the design and delivery of foreign language degree programmes, if they are to better reflect the linguistic and cultural diversity in an increasingly multilingual student body, and to enhance the experience of all students studying foreign languages at university.

This chapter explores inequalities in the modern urban ‘learning city’ of Glasgow, specifically assessing inclusion in lifelong learning activities and ‘lifewide literacy’ engagement. We define the context, the definitions of lifelong learning and lifewide literacies within the framework of UNESCO’s Learning City model, alongside social theories of educational inclusion and participation. We then offer a case study of how existing accessible ‘open’ data can be used to inform, explore and improve learning engagement in increasingly complex, demanding and evolving urban contexts. In this sense, the chapter seeks to blur methodological boundaries, as well as widen notions of literacy and lifelong learning engagement, thereby offering a holistic view of learning engagement in a modern UK context.

The goal of this paper is presentation of new research contributions on teachers’ career cycle from the perspective of the applied methodology. The paper also describes main results of the researches, out of which we learn about the course of change in teachers’ professional development, attitudes towards change, perceptions of relationships to stu dents and factors that contribute maintaining commitment during career. The results can contribute well to the creation of the programs for teacher in-service education, ha ving in mind their educational needs at different stages of the career, varying attitude towards introduction of the innovations into the practice and stimulating characteristics of school environment. We conclude that quantitative research opens topics for quali tative research that offers insight into the stories and description of the context, while qualitative researches facilitate quantitative ones that can give more certain predictions, offer possibility of generalization and control of different relevant variables.

In the past decades the Internet has become the subject of many adult education research studies, but it is also a tool with which the field of adult education is investigated. If there is intent to improve the quality of adult education it seems important to ensure the quality of research in this field in general, but also in that part which is conducted through the Internet. The objective of this paper is to analyse quality issues concerning Internet use in adult education research. The method applied in this theoretical research is content analysis. This analysis refers to: sampling quality; quality of data; software quality; ethical considerations that reflect the most on adult education research quality. The main results of this analysis indicate that the quality of adult educational research conducted through the Internet depends highly on achieved representativeness of samples, data validity, the safety of software equipment, and ensured participants’ informed consent, voluntariness and confidentiality.

The paper discusses results of the research conducted with double aim. First aim was to examine the relation between education and learning and career of adults, through research of key periods in line of career, line of education and learning, and research of overlaps and gaps between these lines. All these periods are indicators of certain quality of adult education and learning. Second goal was examination of the quality of the lifeli- ne method which is used in this empirical research, a method known for its application in various career guidance and counseling interventions but with insufficient use in sci- entific research. The research results show that the line of career is saturated with career transition periods, while the line of education and learning is dominated by formal edu- cation. Education is often perceived as important for entry into the profession, but is not perceived as support in critical points in career.

In this paper, we present results of content analysis of fully peer–reviewed empirical researches published in three journals, aimed to emphasize their contribution to the field of human resource development (HRD). Main research focus was on three issues: frequency and types of empirical researches in HRD, key research themes in these researches, and different methodological characteristics in these empirical researches. Our analysis encompassed 175 articles published in 2002/2003, and 2012/2013 in three journals: Management Learning, Advances in Developing Human Resources and Human Resource Development Quarterly. For data collection, we developed protocol for content analysis of quantitative, qualitative, and mixed methods researches. The findings imply the increase of number of empirical researches in HRD, and the enhancement of research interests for the themes related to andragogy. Results of analysis have been interpreted in the context of research trends in HRD, with tendency to indicate possibility of further development of researches in this domain.