Author: Ajal

Authors: Josephine May and Rosalie Bunn, University of Newcastle

Edition: Volume 55, Number 1, April 2015

Summary:  By the 1960s equality of opportunity was a dominant theme in social science research, and in keeping with this trend, the Whitlam Labor Government abolished university fees in 1974 to open university access, especially to talented women and men who otherwise would not contemplate a university career. In the same year also the
University of Newcastle instituted a radical new plan to open up its doors to the wider community of ‘non traditional students’. This paper explores the history of the enabling program that resulted, the Open Foundation Program, focusing on the 1974 pilot program and its first two years of full operation. Thought at the time likely to ‘drain its
market’ within five years, the Open Foundation has flourished and grown for forty years. The analysis focuses on hitherto unexplored aspects of the program and canvasses three key themes: curriculum and pedagogy, access and success, and support and retention, in order to understand the seeds of this longevity.

Keywords: enabling education; history; widening participation; access programs; non traditional students

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This article is part of AJAL, Volume 55_1. The entire volume is available in .pdf for purchase here.

Author: Jenny McDougall, Central Queensland University

Edition: Volume 55, Number 1, April 2015

Summary:  The objective of achieving a sense of ‘authenticity’ in an educational context is one that might have immediate appeal, though how this is defined, let alone achieved, remains contested. The concept of ‘authentic
discussion’ has traditionally been used in the context of classroom English teaching in schools, but this paper explores its possible application to an online discussion forum at university. Participants in this forum were students in a program designed to prepare adult learners for higher education. Though communication in an online environment differs from face-to-face dialogue, it was found not to be a barrier to ‘authenticity’ in some respects. Multiple perspectives were evident with students building on the ideas of each other, but also being prepared to disagree. The level of support and respect was such that they were willing to tackle sensitive issues, and share in an honest and sometimes revealing way. The role of the lecturer emerged as a critical component in achieving such outcomes. Though claims of ‘authenticity’ are always difficult to substantiate, this study concludes that elements
of an ‘authentic discussion’ can be achieved in an online environment and this objective has a particular salience in the context of adult learning.

Keywords: authentic discussion, adult learning, online learning, critical thinking, enabling education

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This article is part of AJAL, Volume 55_1. The entire volume is available in .pdf for purchase here.

Author: Ya-Hui Su, National Kaohsiung University of Hospitality and Tourism, Taiwan

Edition: Volume 55, Number 1, April 2015

Summary:  In this article, I propose that neither traditional assessment nor alternative, competence-based assessment is adequate to meet the challenges of uncertain change. Existentialist assessment that focuses on developing learners’ commitment, rather than their competence, may be more decisive in empowering learners who are facing adversity. Existentialist assessment shifts the focus from impersonality, achievement, and universalism to the inclusion of the adult learner’s commitment to making meaningful connections between learning and his or her existence (being). These committed meanings are willed and produced by the learner, not only to bring to an end a disturbing situation and uncertainty but also to develop a sense of significance and sustainability when facing uncertainty and processes of change. To ascertain a learner’s ability to commit, self-assessment, with its first-person perspective, must be taken into account. Implications include the alignment of assessment with pedagogy that facilitates the adult learner’s commitment to connecting his or her existence with the world.

Keywords: adult lifelong learning, assessment; commitment, existentialist, lifelong learning, lifelong learner

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This article is part of AJAL, Volume 55_1. The entire volume is available in .pdf for purchase here.

Authors: Michael Christie, Michael Carey, Ann Robertson and Peter Grainger, University of the Sunshine Coast (USC)

Edition: Volume 55, Number 1, April 2015

Summary:  This paper elaborates on a number of key criticisms of Mezirow’s transformative learning theory as well as providing arguments that validate it. Our paper exemplifies how Mezirow’s theory can help adult educators and prospective school teachers understand that social structures and belief systems can influence student learning, that
learners make meaning of their experiences in various ways which influence the sort of value systems they develop and that disorienting dilemmas often challenge the validity of one’s values and the assumptions that underpin them. It exemplifies how Mezirow’s theory can be put into practice in Adult and Higher Education via three case studies undertaken by the authors in different places, at different times and with different sets of learners. These include mature aged women returning to study, PhDs at a Swedish Engineering University, and domestic and international students studying at an Australian regional university. The case studies make use of a values survey, interviews and subsequent focus groups. Data from the survey and interviews are analysed and used to argue that transformative learning (Mezirow, 1991) can be practiced, to good effect, in university staff development and teacher education courses.

Keywords: Transformative learning; Adult and Higher Education; Academic development.

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This article is part of AJAL, Volume 55_1. The entire volume is available in .pdf for purchase here.