Lifelong learning for UK researchers in higher education

Worrall, Lisa (2016) Lifelong learning for UK researchers in higher education. International Journal of Technology and Inclusive Education, 5 (1). pp. 803-811. ISSN 2047-0533

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Abstract

This paper outlines the first cycle of an Action Research (AR) investigation into why UK researchers are under-utilizing the training and career support on offer. The ontological and epistemological stance of the author is stated along with how this impacted upon the research process. This paper outlines the specific AR approach used and discusses the constraints that surround this type of research. The first cycle of AR revealed that many researchers believe that their Principal Investigator would be unwilling to offer them the time needed to undertake training. This perceived barrier was raised at an executive level; resulting in a universitywide policy document that stated that all staff were entitled to at least two days training per annum. This paper outlines how the research was undertaken and disseminated and concludes that when used in a contextually valid setting, how AR can lead to swift and substantial improvements within institutions.

Item Type:	Article
Uncontrolled Keywords:	researchers,elearning,pedagogy,vitae,online learning,lifelong learning
Faculty \ School:
Related URLs:	http://infonomics-society.org/wp-content...
Depositing User:	LivePure Connector
Date Deposited:	03 Nov 2020 01:06
Last Modified:	04 Mar 2024 17:59
URI:	https://ueaeprints.uea.ac.uk/id/eprint/77495
DOI:

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