Lifelong learning. Implications for institutions.

Autor/in	Jongbloed, Ben
Titel	Lifelong learning. Implications for institutions. Gefälligkeitsübersetzung: Lebenslanges Lernen. Auswirkungen für die Institutionen.
Quelle	In: Higher education, 44 (2002) 3/4, S. 413-431Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 16; Grafiken 2
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0018-1560; 1573-174X
DOI	10.1023/A:1019825803857
Schlagwörter	Individuelle Entwicklung; Kommunikation; Informationsgesellschaft; Bildungsmanagement; Bildungsangebot; Forschungsförderung; Wissenstransfer; Individualisierung; Curriculumentwicklung; Differenziation; Gegenwart; Individuation; Globalisierung; Kundenorientierung; Wirtschaft; Hochschulbildung; Studentenbetreuung; Hochschulkooperation; Hochschulmarketing; Hochschulreform; Hochschule; Fortbildung; Weiterbildung; Lebenslanges Lernen; Koordination; Plan; Strategie; Wissensproduktion; Informationsmanagement; Niederlande
Abstract	Lifelong learning poses a large number of threats and opportunities for the traditional higher education institutions. Not just programme offerings and means of delivery will have to be restructured, but, more fundamentally, universities and colleges will have to rethink and reshape their business concept, that is: their way of creating value and maintaining their competitive edge over other providers in the education system. It will be argued that a business concept that is based on the idea of creating value through enhancing differentiation requires higher education providers to move as much as they can to a student-centered provision of education and training. This has far-reaching consequences for the curriculum, the concept of research, the interaction with students, and the relationships with other institutions in the education system. It may very well lead to an education system in which there is room for some universities to transform themselves into dual-sector institutions, that contain both a higher education part and a vocational part. (HRK/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg; Hochschulrektorenkonferenz, Bonn
Update	2004_(CD)