Beyond the "Learning Society": What Have We Learnt from Widening Participation Research?

Autor/inn/en	Gorard, Stephen; Smith, Emma
Titel	Beyond the "Learning Society": What Have We Learnt from Widening Participation Research?
Quelle	In: International Journal of Lifelong Education, 25 (2006) 6, S.575-594 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Foreign Countries; Lifelong Learning; Higher Education; Access to Education; Educational Research; Meta Analysis; Attrition (Research Studies); Evaluation Problems; Research Problems; Error Patterns; Evaluation Criteria; Disproportionate Representation; Data Collection; Relevance (Education); Peer Evaluation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Life-long learning; Lebenslanges Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsforschung; Pädagogische Forschung; Meta-analysis; Metaanalyse; Forschungskritik; Fehlertyp; Data capture; Datensammlung; Relevance; Relevanz
Abstract	This article emerges from a recent review of evidence, conducted by the authors and others, on the lifelong barriers to widening participation in higher education in England. This has led us to a consideration of the quality and relevance of the research activity in this large field of endeavour, and to the creation of a typology of the kinds of widespread problems we then encountered. These include pseudo-research, poor quality reporting of research, deficiencies in datasets, analytical errors, a lack of suitable comparators, obfuscation, a lack of scepticism in general, and the regular misattribution of causal links in particular. The article discusses each of these, and illustrates them using generally high-profile research studies and publications. We found a substantial proportion of non-empirical pieces. Of the remainder, we found a substantial proportion that did not report sufficiently well their methods or their findings. Of the remainder that were empirical and did explain their methods and findings sufficiently, we found a substantial proportion in which the findings could not support the conclusions drawn from them. The article ends with a plea for a great deal more "learning" and openness to new ideas among those engaged, lifelong, in researching lifelong learning. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10