Beyond redemption? Locating the experience of adult learners and educators

O'Sullivan's critique of what he terms 'redemptive' approaches to adult education is based on its 'vanguardism, imited reflexivity and circumscribed student agency' (2008, p.21). Such ideas and discourses are at work in adult education influenced by the pervasive influence of Catholic social teaching in Ireland that O'Sullivan describes. Just how deeply rooted this redemptive phenomenon is amongst religious and secular Irish educators has been critically explored by Hussey (1999, p.44) based on his experience in community theatre

Beyond redemption? Locating the experience of adult learners and educators

O'Sullivan's critique of what he terms 'redemptive' approaches to adult education is based on its 'vanguardism, imited reflexivity and circumscribed student agency' (2008, p.21). Such ideas and discourses are at work in adult education influenced by the pervasive influence of Catholic social teaching in Ireland that O'Sullivan describes. Just how deeply rooted this redemptive phenomenon is amongst religious and secular Irish educators has been critically explored by Hussey (1999, p.44) based on his experience in community theatre

Beyond redemption? Locating the experience of adult learners and educators

O'Sullivan's critique of what he terms 'redemptive' approaches to adult education is based on its 'vanguardism, imited reflexivity and circumscribed student agency' (2008, p.21). Such ideas and discourses are at work in adult education influenced by the pervasive influence of Catholic social teaching in Ireland that O'Sullivan describes. Just how deeply rooted this redemptive phenomenon is amongst religious and secular Irish educators has been critically explored by Hussey (1999, p.44) based on his experience in community theatre

DACE Equity of ACCESS Submission to the National Access Plan 2022-2026

Based on our research and experience including survey feedback from our students, we recommend that a systemic approach to access is taken in new policies and that this leads to the adoption of support mechanisms before during and after higher education, related to the following five key themes: • Theme 1. Fees and financial resources • Theme 2. Further Education and Training (FET) (including Community Education). • Theme 3. Listening to learners • Theme 4. Socio-cultural, economic and other barriers • Theme 5. Appropriate data collection and measuremen

Perceptions of mental workload in Dutch university employees of different ages: a focus group study

Contains fulltext : 118943.pdf (publisher's version ) (Open Access)BACKGROUND: As academic workload seems to be increasing, many studies examined factors that contribute to the mental workload of academics. Age-related differences in work motives and intellectual ability may lead to differences in experienced workload and in the way employees experience work features. This study aims to obtain a better understanding of age differences in sources of mental workload. 33 academics from one faculty discussed causes of workload during focus group interviews, stratified by age. FINDINGS: Among our participants, the influence of ageing seems most evident in employees' actions and reactions, while the causes of workload mentioned seemed largely similar. These individual reactions to workload may also be driven by differences in tenure. Most positively assessed work characteristics were: interaction with colleagues and students and autonomy. Aspects most often indicated as increasing the workload, were organisational aspects as obstacles for 'getting the best out of people' and the feeling that overtime seems unavoidable. Many employees indicated to feel stretched between the 'greediness' of the organisation and their own high working standards, and many fear to be assigned even less time for research if they do not meet the rigorous output criteria. Moreover, despite great efforts on their part, promotion opportunities seem limited. A more pronounced role for the supervisor seems appreciated by employees of all ages, although the specific interpretation varied between individuals and career stages. CONCLUSIONS: To preserve good working conditions and quality of work, it seems important to scrutinize the output requirements and tenure-based needs for employee supervision

Changing academic roles and shifting gender inequalities: A case analysis of the influence of teaching-research nexus on academic career perspectives of female academics in the Netherlands

The purpose of this study is to gain an understanding of the change in academic roles for female academics and the implications of this change for their career opportunities. In this article, we therefore aim to answer the following research questions: (1) How have the changes introduced by the new public management affected the division of academic labor in universities? (2) What academic role differentiation can be found in the Dutch higher education system? (3) How is the workload of female academics distributed in the managerial Dutch university? (4) How does this workload differentiation influence their career prospects? We investigate these questions by concentrating on the Dutch academic system in general and on one case-study university in particular. Our findings indicate that the teaching-research nexus is changing in the Netherlands in that new career paths with a focus on either teaching or research have already been integrated into the formal job classification regulations. Furthermore, we find that the changing nexus is likely to be negatively related to the career prospects of female academics, while this relationship is more pronounced for mid-career academics than others