Continuing Higher Education and Lifelong Learning

1. Front Matter

   Pages i-xx

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2. Continuing Higher Education in a State of Flux: An International Comparison of the Role and Organisation of Continuing Higher Education

   • Ulrich Teichler, Anke Hanft

   Pages 1-13

3. Design of the International Comparative Study

   • Wolfgang Müskens, Anke Hanft

   Pages 15-22

4. Comparative Overview of Study Results

   • Anke Hanft, Michaela Knust

   Pages 23-69

5. Continuing Higher Education in Germany

   • Peter Faulstich, Gernot Graeßner, Ursula Bade-Becker, Bianca Gorys

   Pages 71-143

6. Continuing Higher Education in Finland

   • Olaf Zawacki-Richter, Alexandra Reith

   Pages 145-174

7. Continuing Higher Education in France

   • Torsten Dunkel, Isabelle Le Mouillour

   Pages 175-213

8. Continuing Higher Education in the United Kingdom

   • Brigitte Geldermann, Susanne Schade

   Pages 215-246

9. Continuing Higher Education in Austria

   • Ada Pellert, Eva Cendon

   Pages 247-285

10. Continuing Higher Education in the United States of America (USA)

    • Heinke Röbken

    Pages 287-322

11. Corporate Universities and Research Associations as Players in Continuing Higher Education

    • Michaela Knust, Anke Hanft

    Pages 323-355

12. Back Matter

    Pages 357-367

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Anke Hanft and Michaela Knust The present study examines and compares the structure and organisation of c- tinuing higher education in six countries: Austria, Finland, France, Germany, the UK and the USA. The focus is not just on current continuing education provisions at higher education institutions but also on the institutions themselves and their surrounding milieu. The study also attempts to move away from a purely national angle and to approach the topic from an international perspective. The conclusion is reached that when it comes to the development, establishment and professional implementation of continuing education provisions, German higher education ins- tutions lag behind the other countries in the comparison in almost all areas. The main ndings in terms of the three levels ‘system’, ‘institution’, and ‘programme’ are summarised below. 1 Continuing Education in the Higher Education System There are considerable divergences, both nationally and internationally, in the d- inition of the German term “wissenschaftliche Weiterbildung” (“academic c- tinuing education”). In the English-speaking world, a variety of terms such as “lifelong learning”, “adult education”, “continuing education”, “continuing higher education”, “university-level continuing education” or “continuing professional development” are often used as synonyms without any precise differentiation – and this is not perceived as a problem.

• adult education
• continuing professional development
• education
• learning
• quality
• quality assurance
• university-level continuing education

• Institut für Pädagogik, Universität Oldenburg, Oldenburg, Germany

  Michaela Knust, Anke Hanft

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