Lone Krogh

  • Lifelong learning: Master education – personal development or/and professional competence development?

    Lone Krogh and Annie Aarup Jensen, Department of Education, Learning and Philosophy, Aalborg University, Denmark

    Research seminar 

    Themes: skills development and lifelong learning

    Wednesday 9 September 2009, 09.00 - 10.00 in room 120

    Master education for adults has become a strategy for lifelong learning among many well educated people in Denmark. This type of master education is part of the ‘parallel education system’ in Denmark. A Master education is in this respect a 2-year-long parttime study programme with the aim to improve the student’s job qualifications. Qualifications at bachelor level are required for admission to the study. The programme amounts to 60 ECTS whereas an ordinary Master degree – full time, day-studies – amounts to 120 ECTS.
    As one of the first Danish universities who offered this type of Master education, Aalborg University has during the last 9 years made it possible for many adults from public and private organizations to go through continued academic education. This paper presents the results of a research project investigating the adult students’ motives and needs for participating in a master education and obtaining a master degree. The motives and needs may stem from a range of factors, such as society’s demands for qualifications, expectations of competence development related to the job, and the individual wishes for personal development and shift in career.  Furthermore, the research project investigates how the individual master graduate has made use of his/her education during the period from their graduation until the time of the survey. This means investigating in which direction the  master graduates went professionally after having graduated and investigating the desired as well as the not desired or unintended effects (personal development and job related), in relation to the master education. The data have been gathered from graduates from a specific master education, Master in Learning Processes, and the paper will draw on results from a quantitative survey based on a questionnaire answered by 120 graduates who attended the master programme from 2000 to 2007. The results are compared with the results from a similar investigation ‘Building health informatics capacity - educating the workforce’, carried out by Marianne Sørensen  and Christian Nøhr, Virtual Centre for Health Informatics, Aalborg University in 2004, and with the results from a research project following the first cohort of the Master in  Learning Processes (Krogh, 2003)

    References

    • Argyris, Chris (1991): Teaching Smart People How to Learn. Harvard Business Review, maj-juni 1991.
    • Buckley, Roger og Jim Caple (1995): The Theory and Practice of Training. Kogan Page.
    • Knowles Malcolm S. et al  2005. The Adult Learner. The definitive Classic in Adult Education and Human Ressource Development.  Sixth Edicition. Elsevier.
    • Kolb, David (1984). Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, N.J.: Prentice Hall.
    • Krogh L. (2003).Det er faktisk morsomt at lære og at fordybe sig – også selvom en travl hverdag tager sin tid’  in the anthology ’Perspektiver på rum og forandring’, ed. Kjær-Andresen B. og Dauer-Keller H. Aalborg University Press.
    • Longworth, N. (2003). Lifelong Learning in action. Transforming Educationin the 21st Century. Kogan Page
    • Nowothy, Helga m.fl. (2001). Rethinking Science. London: Policy Press.
      Sørensen M. og C. Nøhr (2004). ‘Building health informatics capacity - educating the workforce’, Virtual Centre for Health Informatics, Aalborg University.