Aim: To identify how a college of further (tertiary) education might promote the wellbeing of adults with mental health problems. Study design: Qualitative study of the college-related experiences of people with mental health problems. Setting: A further education college in inner-city London, UK. Methods: Fifteen students, all of whom had been…

Purpose: The purpose of this paper is to explore data from the University and College Union (UCU) Further Education in England--Transforming Lives and Communities research project and through this the paper develops a distinctive, theorised conceptualisation of transformative teaching and learning (TTL). Design/methodology/approach: The research…

This paper provides a self-ethnographic investigation of a continuing education program in engineering in Central Finland. The program was initiated as a response to local economic structural change, in order to offer re-education possibilities for a higher educated workforce currently under unemployment threat. We encountered considerable…

Darrell Robes Kipp was a Blackfeet elder who was a national leader in the language immersion movement. He co-founded the Piegan Institute, and its schools have become a model for those seeking to preserve and promote their native language. In addition, he served as a Visiting Native American Scholar at Oklahoma State University. In that role, he…

This article presents findings arising from the first UK application of a revised 70-item lecturer self-efficacy questionnaire recently developed for use in the Australian higher education context. Intended to probe and systematically measure confidence in the core functions of research, teaching and other academic or service-related activities…

This article reports the results of a qualitative study of 12 graduate international students' struggles to adapt to new multicultural and academic environments. The focus is on how they dealt with diversity while struggling to succeed academically and how, although experiencing numerous disorienting dilemmas, students did not critically reflect…

In developing the Advanced Certificate in Teaching (ACT) as a professional qualification for continuing teacher education for early schooling at the University of KwaZulu-Natal we asked the following: "What are the enabling roles foundation phase teachers need to play in order to reclaim their space as agents who significantly influence their…

When adult students write their life story, they gather selected life experiences and transform these onto the written page. In the course of this literary process they revisit sites of the past and reflect on the meaning of past events; many reconstruct these events from the point of view of the present, and most close their narrative by…

Through the acts of telling our stories, writing our stories, and reading others' stories, we become known both to others and to ourselves. Drawing on the theme of transformation in the recent play "The Weir," this article explores the place of story in adult and continuing education and considers how story told by students can break…

Recently, various scholars have remarked that university continuing education (UCE) is moving away from one of its original core foci, that of social justice. In this article, the possible causes of this are discussed, including current political environments, the role of universities and academics in perpetuating or disrupting the status quo, and…

Describes a critical care nursing program based on Benner's novice-to-expert model, Schon's theory of reflective practice, and Cranton's transformative learning theory. Core components are orientation and continuing education that facilitate acquisition of knowledge, practice skills, attitudes, and critical thinking. (Contains 22 references.) (SK)

This chapter describes a four-lens model for understanding adult learning theories and provides adult educators and administrators with a useful conceptual framework for working with adult learners in adult degree programs.

This paper focuses on online educational sessions of a continuing teacher education programme. The aim of this programme is to give a contribution to the continuing education of teachers of English as critical professionals, aware of discursive classroom practices, able to analyze them in the light of objectives to be reached and knowledge to be…