Lifelong Learning in an Information Age: a Networked Approach Between Education, Industry and Individuals

Abstract

Introduction Lifelong learning, as a focus of educational policy, is one of the most significant developments over the last decade. The growth of interest in learning relationships is phenomenal and strategies for fostering a lifelong learning environment are important components of economic strategies at national and international levels. The massification of education and the need for regular upgrading of knowledge and skills to keep pace with rapid technological change pose enormous challenges for governments and tertiary educators. This thesis considers the issues involved and addresses the research question "how can tertiary institutions in New Zealand develop better partnerships with employers and learners to encourage, promote and deliver lifelong learning?" Research Design Qualitative research and a grounded theory approach are used to develop theoretical models, at macro, meso and micro levels, that emerge from systematic data gathering, practical research and information analysis. Theory is built inductively to determine the dimensional representation of concepts within lifelong learning in order to provide a framework of understanding that takes diversity into account, so that individual responses can be constructed. Graduates from the business computing programme run by one polytechnic in New Zealand, as well as a small number of their employers, form the sample group selected for the study. Their selection was based on the increased likelihood of an active involvement with the on going learning that is necessary to keep abreast of technological developments. Research Results Secondary research reveals a complex interplay between contextual and conceptual conditions that forms the framework for a macro model for lifelong learning. Widely varying perspectives and stages of advancement for lifelong learning emerged from the primary research. The results from the sample group returned evidence of connectivity and diversity within the lifelong learning scenario for that sample group. Meso level models are derived from analysing the connectivity of information emerging from the research and micro models emerge from considering the nature of diversity in lifelong learning. Micro modelling tools are constructed with the potential to allow tertiary organisations to develop their own responses to lifelong learning issues. The answer to the research question The research question began as a broad, open-ended one. Through the process of grounded theory research, a refined and specific answer emerges from the data: Tertiary institutions in New Zealand can develop better partnerships with employees and learners to promote, encourage and deliver lifelong learning through: Networking to initiate value added learning experiences that benefit all concerned and meet, preferably exceed, individual, organisational, client and employee expectations of quality. This is achieved through incremental and leading edge innovations that are flexibly integrated with work and social environments and deploy technology, effective knowledge management processes and on-going education und training. Symbolically, this process can be represented by: L = fNI+ (TKEQ) Where: L = lifelong learning and is..... f, a function of the development and interaction of.... NI, networking and innovation, drawing upon and using effectively .... TKEQ, technology, knowledge networking, education and quality principles.