Adult Learners Learning in a University Setting

This book is a phenomenographic study on adult
learners learning in a university setting. Having
been involved for many years in adult education at a
university level I became concerned about the
efficacy of adults learning. My point of view was
that we adult educators do not yet have enough
knowledge and understanding of adults learning,
especially with future prospects in mind. Therefore
the specific intention of this book was to find a
kind of perspective which might be helpful in
educating adult learners for a future that is
constantly changing. A promising way to combine a
study on adults learning and methods investigating
that learning was found from an integration of the
ideas of learning of the new phenomenography and a
phenomenographic research approach. It may be
realistic to suggest that both the findings by
themselves and the method by which the findings were
obtained will introduce novel contributions to the
field of the users of the book. This book is
especially useful to pedagogues, educators,
researchers and professionals dealing with adult
learners in universities and other higher education
institutions as well as in organizations.

Autorentext
Hilkka Roisko, PhD (educ.): M.A. (Adult Education) at the University of Turku, LicED and PhD (Vocational Education) at the University of Tampere in Finland. Researcher at the Research Centre for Vocational Education of the University of Tampere, Finland.

Klappentext
This book is a phenomenographic study on adult learners' learning in a university setting. Having been involved for many years in adult education at a university level I became concerned about the efficacy of adults' learning. My point of view was that we adult educators do not yet have enough knowledge and understanding of adults' learning, especially with future prospects in mind. Therefore the specific intention of this book was to find a kind of perspective which might be helpful in educating adult learners for a future that is constantly changing. A promising way to combine a study on adults' learning and methods investigating that learning was found from an integration of the ideas of learning of the new phenomenography and a phenomenographic research approach. It may be realistic to suggest that both the findings by themselves and the method by which the findings were obtained will introduce novel contributions to the field of the users of the book. This book is especially useful to pedagogues, educators, researchers and professionals dealing with adult learners in universities and other higher education institutions as well as in organizations.