Making connections: A dialogue about learning and teaching in a tertiary enabling program

Authors: Jennifer Debenham and Jo May, University of Newcastle, NSW

Edition: Volume 45, Number 1, April 2005

Summary: This paper concerns the experiences and effects of a tertiary entrance program from two perspectives: that of a former student now engaged in her Honours program and of her enabling lecturer. The main aim of the paper is to present a literature review of published studies about mature women’s engagement with tertiary study at the entry level. The authors utilise their enabling education biographies to connect the review of literature to lived experiences. The study asks: how far does the literature cover their experiences and what gaps, if any, are there? The first section briefly outlines the approach taken in the paper. In the second section the enabling experience is discussed in three parts: motivations to enter, the first assignment and course encounters. The third section examines the wider effects of participation in enabling on the self, family and friends. The paper bears out the findings of recent literature that highlighted the powerful transformative effects of such programs in all spheres of the students’ lives and the importance of making connections in enabling programs. It suggests that more research needs to be carried out in a number of areas, especially gender, race and class.

Keywords: tertiary entrance, literature review, mature, entry level, enabling experience

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Learning to manage: Transformative outcomes of competency-based training

Author/s: Steven Hodge

Edition: Volume 51, Number 3, November 2011

Summary: Transformative learning theory is a dominant approach to understanding adult learning. The theory addresses the way our perspectives on the world, others and ourselves can be challenged and transformed in our ongoing efforts to make sense of the world. Continue reading “Learning to manage: Transformative outcomes of competency-based training”