Inequality, Innovation and Reform in Higher Education: Challenges of Migration and Ageing Populations (Lifelong Learning Book Series, 25)

Inequality, Innovation and Reform in Higher Education
	Series Editors’ Note
	Contents
	Contributors
	Editors
	About the Editors and Contributors
	Part I: New Demographics and Lifelong Learning
	Chapter 1: Implications of Migration and Ageing Populations for Inclusion and Equality in Higher Education and Lifelong Learning
		1.1 Setting the Scene: Migration, Ageing Populations and Higher Education
		1.2 Migration – The Global Context
		1.3 Ageing Populations – Global Trends
		1.4 Conceptual Framework
		1.5 Structure of Book
		References
	Part II: Contemporary Patterns of Migration and Higher Education: Opportunities for New Lifelong Learners?
	Chapter 2: Escher’s Staircase: Higher Education and Migration in Australia
		2.1 Introduction
		2.2 Immigration
			2.2.1 A Brief History
			2.2.2 Study-Migration Pathway
			2.2.3 Rural and Regional Migration
		2.3 Inequality and Higher Education
		2.4 Education and Immigration
		2.5 Conclusion
		References
	Chapter 3: Migration and Higher Education in Germany
		3.1 Introduction
			3.1.1 Some General Definitions, Facts and Comments About Migration to Germany
		3.2 Students with a Migration Background: Domestic Migrants, International Students and Refugees
			3.2.1 The Political and Academic Discourses
			3.2.2 Domestic Students with a Migration Background
			3.2.3 International Students
			3.2.4 Refugees
		3.3 Scholars with a Migration Background
		3.4 Conclusions
		References
	Chapter 4: The Impact of Recent Demographic Changes and Migration Patterns on Education in Puerto Rico
		4.1 Introduction
			4.1.1 A Closer Look into Demographic Changes and Migration Patterns
			4.1.2 Higher Education in Puerto Rico
		4.2 Developing an Evidence Base
		4.3 Implications for Higher Education
		4.4 Implications for Public Policy
		4.5 Conclusions
			4.5.1 Note on Methodology
		References
	Chapter 5: New Patterns of Migration and Higher Education in Ireland: What Are the Implications?
		5.1 Introduction
			5.1.1 Immigration and Internationalisation Trends in Ireland
			5.1.2 Diversity in the Irish Education System
		5.2 Cultural Diversity in Higher Education: The Case of Trinity College Dublin
			5.2.1 Examples of Good Practice
			5.2.2 Cultural Diversity Challenges
		5.3 What Can Irish Higher Education Institutions Learn from Other Education Sectors?
		5.4 Conclusions
		References
	Chapter 6: New Challenges in Higher Education Policies in Sweden
		6.1 Introduction
		6.2 The Swedish Higher Education System
		6.3 Policies for Equality and Employability
			6.3.1 Policies for Equality
			6.3.2 Policies of Employability
		6.4 Migration
		6.5 The Ageing Population
		6.6 The Future Challenges for Higher Education?
		References
	Chapter 7: Higher Education and Demographic Changes in Mexico
		7.1 Introduction
		7.2 Context: Changes in Demographic Dynamics
		7.3 Implications of Demographic Changes for Higher Education in Mexico
			7.3.1 Educational Characteristics of the Mexican Population
			7.3.2 Enrolment and Gross Enrolment Ratio
			7.3.3 Students Who Work: The Demographic ‘Dividend’
		7.4 Features of Student Heterogeneity
			7.4.1 Students by Income Decile: Unequal Participation
			7.4.2 Adult Students: A Population on the Rise in Mexican Higher Education
			7.4.3 Adult Women in Higher Education
			7.4.4 The Indigenous Population
		7.5 Changes in Migration Patterns
		7.6 Conclusions
		References
	Chapter 8: Migration and Linguistic Diversity in Higher Education: Implications for Language Teaching Practice and Policy
		8.1 Linguistic and Cultural ‘Super-Diversity’ in the European Union, Ireland and the Irish Higher Education Sector
		8.2 Teaching Foreign Languages in a Super-Diverse University Setting: Lessons from the Literature
		8.3 Implications for Future Research Requirements, and for Higher Education Policy and Practice
		References
	Chapter 9: New Students, New Institutions: Challenges for Academic Legitimation and Social Sustainability of Intercultural Universities in Mexico
		9.1 Introduction
		9.2 Intercultural Higher Education: A Heterogeneous Field
		9.3 The Social Responsibility of Intercultural Universities
		9.4 The Formation of Indigenous Cadres, Leaders and Intellectuals
		9.5 The Role of Aid Agencies and International Organizations in Ethnically-Based Higher Education: An Increasingly Problematic Theme
		9.6 Conclusions
		References
	Chapter 10: Lifelong Learning in Multicultural Brazil: Challenges for Higher Education
		10.1 Introduction
		10.2 Multicultural Perspectives in the Context of Brazil Adult Population
		10.3 Lifelong Learning and Adult Education in a Multicultural Perspective: Policy Dilemmas in Brazil
		10.4 Conclusions
		References
	Chapter 11: Student Demographic Change and Pedagogical Issues in Higher Education
		11.1 Introduction
		11.2 Changing Student Demographics
			11.2.1 Responding to Student Diversity
			11.2.2 Challenges in the Pedagogical Response to Diversity
		11.3 Other Demands for Higher Education Reform
			11.3.1 Learner-Centered, Flexible Learning
			11.3.2 Into the Future
		11.4 Concluding Comments
		References
	Part III: Ageing Populations and Changing Life Course Patterns: Implications for Higher Education and ‘Longlife’ Learners
	Chapter 12: Acquiring Higher Levels of Education as an Adult Learner: Implications for Active Ageing
		12.1 Introduction
		12.2 Life Course Patterns of Selected Activities That Reflect Active Ageing
		12.3 The Role of Learning in Fostering Active Ageing
		12.4 Analysis of Relationship Between Attaining Qualifications at Older Ages and Active Ageing
		12.5 Implications for Higher Education Systems and Policy
		References
	Chapter 13: The Role of Higher Education in an Ageing Society: The Distinctive Case of Japan
		13.1 Introduction
		13.2 Policies to Attract Working Individuals to Graduate Schools
			13.2.1 Lifelong Learning Degree Programmes and Extracurricular Courses
			13.2.2 Adult Workers and Learning at University
			13.2.3 Adult Education in Graduate Schools
			13.2.4 Corporate Researchers and Adult Education
			13.2.5 The Challenge of Adult Education at Graduate School
		13.3 Learning for Older Adults and Involvement of Universities
			13.3.1 Cultural Study Preferences of Older Adults
			13.3.2 Learning in Degree Programmes
		13.4 Concluding Remarks
		References
	Chapter 14: Older Adults, Social Inequalities and Higher Education in Aotearoa/ New Zealand
		14.1 Introduction
		14.2 The Broader Socio-cultural Context
		14.3 Older Adults in Aotearoa New Zealand
		14.4 Lifelong Learning and Tertiary Education
			14.4.1 The Economic Imperative
			14.4.2 Personal Fulfilment
			14.4.3 Active Citizenship
			14.4.4 Social Inclusion
		14.5 The Tertiary Education Commission
		14.6 Higher Education in Aotearoa New Zealand
		14.7 Older Adult Education in New Zealand
			14.7.1 Education with and for Older Adults
			14.7.2 Public Education About Ageing
			14.7.3 Education of (para) Professionals in the Field of Ageing
		14.8 Future Potential in Higher Education
			14.8.1 Age Friendly Universities
			14.8.2 The Adoption of Māori Pedagogy
			14.8.3 Inter-generational Learning/Education
		14.9 A Voluntary Contribution
		14.10 Concluding Comments
		References
	Chapter 15: Adult Workers as Learners in the USA Higher Education Landscape
		15.1 Introduction
		15.2 College Students as Workers and Workers as College Students
			15.2.1 Context of Changing Demographics of Worker Participation in USA Higher Education
			15.2.2 Relationship of College Participation to Adult Workers
		15.3 Context of Upskilling Adult Workers for the Knowledge Economy
			15.3.1 Perspectives of Knowledge Needs, Higher Education, and Adult Students Who Are Workers
			15.3.2 Implications for Reform of Higher Education
		15.4 Academic Policy Models and Support Structures for Adult Workers as Students
			15.4.1 Equity Model Reforms Based in Valuing Knowledge beyond an Instructor-Led Classroom
			15.4.2 Equity Policy Structures Accommodating the Unique Backgrounds of Re-entry Adult Workers
			15.4.3 Equity Targeted to Customized Support Services
			15.4.4 Equity Focus upon Financial Aid Reforms for Adult Learners
			15.4.5 Innovative and Generative Knowledge Creation Models in Formal Education
		15.5 State and Select Federal Based Policies and Reforms Focused on Adult Learners
			15.5.1 Policies for Recruiting and Re-entry Services
			15.5.2 Equity Policies Focused upon Viability of Transfer Credit
			15.5.3 Equity Policies for Financial Aid
		15.6 Concluding Comments: Academic Reforms for Nonformal and Informal Learning and Adult Learners
		References
	Chapter 16: Implications of New Life Course Patterns for Higher Education and Workforce Dynamics in Ireland
		16.1 Introduction: Europe is Ageing
		16.2 New Life Course Patterns: The Centrality of Lifelong Education and Training
			16.2.1 Working Longer – Learning longer?
			16.2.2 Intergenerational Differences and Later Life Educational Inequalities
		16.3 Continuing Acquisition of Knowledge and Skills: The Role of Higher Education
			16.3.1 Widening Access to Higher Education at the National Level
			16.3.2 Widening Access to Higher Education at the Institutional Level
		16.4 Longer Working Lives – Implications for Changing Workforce Dynamics
			16.4.1 Who Is an ‘Older Worker’?
			16.4.2 Older Workers – Myths and Evidence
		16.5 Concluding Comments: Implications for Public Policy, Higher Education and Lifelong Learning
		References
	Chapter 17: Older Adult Learners: An Opportunity for Universities
		17.1 The Demographic Issue
		17.2 Older Adult Learners and Higher Education Institutions
		17.3 Demographic Change and its Effects on Higher Education
		17.4 Development of the University of the Third age
			17.4.1 France
			17.4.2 Britain
			17.4.3 Australia
			17.4.4 United States
			17.4.5 Canada
				17.4.5.1 Education of Older Adults in Canadian Universities: Study Results
			17.4.6 Community-University Engagement and the Education of Older Adults
		References
	Chapter 18: Blurring Boundaries: Exploring the Potential for ‘Big Data’ to Address Inequalities in Lifewide Learning Engagement
		18.1 Context
		18.2 Learning Cities and Lifewide Learning Engagement
		18.3 Research Context: Educational Disadvantage and Place Agenda @UBDC
		18.4 Big Data and Novel Methodological Approaches
		18.5 Case Study for Big, Novel, Open Data Addressing Educational Inclusion: The Integrated Multimedia City Data Project
		18.6 Situating Our Work Back in ‘Place’: Engaging the Public
		18.7 Sustainability in Developing ‘Big Data’ Educational Strands
		18.8 Situating Our Work Within and Out with Higher Education Institutions: Engaging New Networks
		18.9 Conclusions
			18.9.1 Potential and Limitations of the Data
			18.9.2 Big Data Implications for Higher Education Institutions Reform
		References
	Part IV: Reflections and Outlooks
	Chapter 19: Mobility and Migration: Freedom and Threat?
		19.1 Introduction
		19.2 Some Considerations on International Mobility and Migration
		19.3 Migration and the World in Which We Live
		19.4 Migrants and Higher Education: Lessons Learned So Far
		19.5 Challenges, Opportunities and Policy Issues
		References
	Chapter 20: Learning, Education and Active Ageing: A Key Policy Agenda for Higher Education
		20.1 Introduction
		20.2 Ageing – An International ‘Heavy Trend’
		20.3 Making the Case and What It Would Look Like
			20.3.1 Individual and Social Dimensions
			20.3.2 Education and Learning
			20.3.3 Vocational Learning for Seniors
			20.3.4 New Expectations for Older Adults to Learn (And Teach)?
		20.4 Active Ageing Rather Than Lifelong Learning
		20.5 What Role for Higher Education?
		20.6 Concluding Remark
		References
	Chapter 21: Higher Education in the Twenty-First Century: New Frontiers – Old Barriers
		21.1 Introduction
		21.2 Lifelong Learning – For All?
		21.3 What’s Next? Speculating About Futures of Higher Education and Lifelong Learning
			21.3.1 Ageing Society
			21.3.2 Changing Nature of Work and New Life Course Patterns
			21.3.3 Mass Movements of People
			21.3.4 Learning with/Through New Media
			21.3.5 Re-organization of Higher Education Through ‘Unbundling’?
		21.4 Concluding Reflections
		References
	Index