Description
Duke assesses to what extent institutions of higher education are examining their role and modifying it to reflect changes in society and educational theory. In particular he asks to what extent the concept of lifelong learning is represented in institutional planning, both in terms of addressing the needs of students and promoting staff development. Old assumptions and new practices change and higher education – the new discourse missions, aims and objections – what may be new? out of the box – continuing education university-wide finishing school or service station – what mix? access, quality and success – old and new criteria staff development and organizational learning the fallacy of the ivory tower
