Internationalisation of research and studies in adult education Prof.dr.habil.dr.h.c. Ekkehard Nuissl University of Kaiserslautern, Germany Prof.dr.habil Simona Sava, West University of Timisoara, Romania 4 th Biennial Conference of ESREA-RENADET: The role of higher education in the process of professionalization of adult educators Larnaca, 11.11.2015, The Open University of Cyprus
Overview ESRALE concept and context Professionalization of adult educators in European perspective Internationalization of the study programs Reasons of university providers while engaging in setting up a transnational study and research program some qualitative findings
ESRALE concept and context European Studies and Research in Adult Learning and Education (ESRALE) an Erasmus curriculum development project, 2013-2016, coordinated by University of Kaiserslautern, Germany 12 partners: Univ. in middle and West Europe (Kaiserslautern, Würzburg, Dublin, Brno), in South Europe (Florence, Barcelona), in East Europe (Kaunas) and in South-east Europe (Pecs, Timisoara, Belgrad). Evaluation carried out by the German Institute for Adult Education in Bonn (DIE); acknowledgement of prior and experiential learning by the Dutch Institute for Valuation of Prior Learning (VPL, Amsterdam) Threefold objectives: - to update and enlarge the already existing study programme EMAE (European Master in Adult Education), - to widen the access to this study programme to practitioners - to build up a network of European Centers of Research and Doctorates in Adult Education
ESRALE concept (2)
ESRALE concept - Deliverables - For the Joint Master Program EMAE: Guideline for curriculum redesign Study plans at every HEI Guideline on flexible & cumulative studies; VPL Handbook Diploma supplements and certificates specifications Online training platform: www.esrale.org public lectures each two weeks, online course offers - 3 Summer academies for master and doctoral students: Brno (2014), Belgrade (2015), Pecs (2016). - For the doctoral schools A common curriculum PhD School Network List of competencies in the ESRALE Ph.D. Courses 3 study texts (research, comparative, ALE research) Sustainability handbook, involvement of stakeholders advisory bodies.
Professionalization of adult educators in European perspective Qualifying Adult Learning Professionals in Europe (Nuissl/ Lattke, 2008) Studies of Research voor Beleid (2008, 2010) Delphi study on the future competencies of adult educators (2011) Trainers in continuing VET: emerging competence profile (CEDEFOP, 2013) Quality in Adult Learning, EC. 2013, Thematic WG Report Challenging the European Area of Lifelong Learning - A Critical Response (Zarifis, Gravani, 2014) Researches of ESREA, RENADET.
Internationalization of the study programs Know how and indicators, guides on setting up Joint Programs The Erasmus Impact Study (EC 2014). Effects of mobility on the skills and employability of students and the internationalisation of HEIs. Comprehensive internationalization is a commitment, confirmed through action, to infuse international and comparative perspectives throughout the teaching, research, and service missions of HE. It shapes institutional ethos and values and touches the entire HE enterprise (Beelen, Jones, 2015) Instruments to internationalise teaching and learning: comparative international literature, guest lectures by speakers from local cultural groups or international companies, guest lecturers of international partner universities, international case studies and practice or, increasingly, digital learning and on line collaboration.
Research concept What are the perspectives of internationalization in adult education? www.tile.missouri.edu - Interviewed all university partners in the project, ten universities out of nine European countries - Semi-structured interview grid administered by email or oral; June-Sept. 2015. - 10 Q on topics: motivation, benefits, perspectives, obstacles and added values of a European study and research in AE - Answers analyzed and categorized inductively, by structuring the items and factors mentioned in the interviews 6 topics.
Research findings (1) A) Interest in international work Motivation is the scientific community. Mainly in AE, where there are all over Europe only little units at the univ. this is a strong motive. I feel I am a member of a strong community of knowledge exchange in AE More concretely this means sharing experiences and learning from colleagues (1,3) as well as strengthening the research base in adult education (1,2). This might also include common projects and work in a common perspective (2, 4) I wanted my university to become part of a scientifically distinguished community of research in adult learning and education (8,2); improving the studies of andragogy (9.2) Specificity of adult education: the wide range of topics it is dealing with variety of knowledge in different fields and the use of different and useful methods of research (5,2)
Research findings (2) B) Relevance for the university In all countries, internationalisation is an important part of the strategy of the whole university Participation in an international project has impact on the image of the AE dept./ study field inside the university International programs are definitely raising the quality of our program through incorporating innovative aspects being currently used all over Europe (6, 4) We need to build up a better international program, to have more international elements in our curriculum, this is nowadays a factor of excellence (5,2) Even we are only a little department with a limited number of students, this international activity means a lot of work and rethinking for the administration, the faculty and the head of our university (5,1)
Research findings (3) C) Benefits for the participants Broader and deeper competence and knowledge in the field of adult education International networking Link to policy, research and practice Students, teachers and practitioners have a strong advantage in the collection of a deep knowledge of ALE in the European context and ease the comparative analysis and the exchange of best practice (4,3) The main benefits provide valuable links to action orientated research to both policy and practice in adult education and related areas (1, 7) Broader offer of topics, of teachers, of insights from different perspectives; wider access to teaching and research methods Our approach in educational sciences is more driven by theoretical reflections with the international discussions comes a higher impact on empirical research and evidence (4, 6) Teachers - big benefit in mobility By teaching in another university we learn about other cultures of education, we get in touch with other professors, we can reflect more about the rules of academic life (5,6)
Research findings (4) D) Obstacles against internationalization available finances, the given time and the needed resources. Financial resources are the main obstacle not enough for travel, neither for teaching (2, 6) The diversity of universities, study programs and educational approaches I think the most obvious obstacle is the different environments in the HE system of the countries. They make it very difficult to implement a joint collaboration, f. e. the development of a joint degree (8,4) It is not only the system of regulations in each university, but also the way they are interpreted and flexibly adapted. Technical realization of a joint study program (study terms) We have many international contacts in our technical disciplines, also in psychology and sociology, but our experience in education is very limited (5,4) Sustainability When I will leave here, I m not sure whether my colleagues will continue (3,1). Our international activities are built up in my network; I tried to involve more colleagues, but this is socially seen like closed shop (7,6)
Research findings (5) E. Added Value and Perspectives Better understanding of adult education in its societal role, in the own country as well as in the others; Improving skills of professional expressing in English language; Learning more topics of adult education and their specific relevance in different countries. Having more and better skills in doing research work in a comparative perspective. Understanding the meaning of the European idea and its impact on daily life. Knowing more institutions and best practice of adult education in other regions. Sharpening the profile and concept of professional adult educators. Making Adult Education nationally and internationally more visible. Fostering the image and awareness of importance of adult education.
Research findings (6) F) Sustainability In a long termed perspective the initiative and the approach of ESRALE can lead to a strong and sustainable European doctoral and master program, being offered at a diversified setting of universities all over Europe with the possibility of enlarging with other universities in Europe and in other continents.
Conclusions Internationalisation in Pedagogy difficult because of the integration in history, culture and society in the respective countries Even more in adult education, which is the educational field strongest integrated in society, labor market Need of professionalization identical in all countries, different ways possible. Academic qualification not all, but a key to the development of a higher level of professionalization. Motivation and interest is given, as can be seen; support by the strategy of internationalization in all partner universities. Benefits are clear described and realistic. Obstacles strong, but can be overcome. Strong will needed, slowly, but consequently following this way.
Thank you! Lidia.sava@e-uvt.ro