Inequality, Innovation and Reform in Higher Education

Maria Slowey is a Professor in the School of Policy and Practice and Founding Director of the Higher Education Research Centre, Institute of Education, Dublin City University, Ireland, where she also served as Vice President (Learning Innovation). She was previously Professor, Vice Dean Research and Founding Director of the Centre for Research and Development in Adult and Lifelong Learning, Glasgow University. She has published extensively on the sociology of lifelong learning, widening access and social responsibility in higher education and appointed expert adviser to national and international bodies including the OECD, UNESCO, EU and the Scottish Parliament. An elected Fellow of the British Academy of Social Sciences, she has held many visiting positions (most recently, in Stanford and Nagoya Universities) and plays an active role in learned societies and editorial boards – commencing, in 2020, a five year term as Associate Editor, Studies in Higher Education. In 2015, she was inducted into the International Adult Education Hall of Fame. Hans G. Schuetze holds a Doctoral Degree (Juris Doctor) in International and Comparative Public Law from the University of Göttingen, Germany, and a Master’s Degree (LLM) from the University of California at Berkeley. He worked in Germany as a lawyer and legal policy expert at two levels of government. Between 1977 and 1986, he was a Policy Analyst at the Centre for Educational Research and Innovation (CERI) of the OECD, Paris. His main responsibilities included policies of higher education, vocational and professional education and training as well as lifelong learning. From 1991 to 2004, he was Professor of Higher Education Research and Policy, Department of Educational Studies and Centre for Policy Studies in Higher Education and Training, University of British Columbia, Vancouver, Canada (now Professor Emeritus). He taught part-time at the University ofOldenburg, Germany (2006–2017), and has been a Visiting Professor at universities in six countries; his last appointment was at the Renmin University of China (since 2017). He is a Member of the Editorial Boards of the Journal of Adult and Continuing Education and of Frontiers of Education in China (Springer). Tanya Zubrzycki is a Research Assistant at the Higher Education Research Centre (HERC), Dublin City University. Her current research interests include lifelong learning, ageing populations and extended working lives. She is also a doctoral student at Trinity College Dublin, Ireland, where she explores the changes associated with an academic profession in the Institutes of Technology in Ireland, in connection with the proposals for the establishment of technological universities. She holds a Master of Business Administration (MBA) degree from the University of Massachusetts, Boston, and previously worked in the Office of the Dean of Graduate Studies and Research at the University of Puerto Rico as part of a graduate studentship programme.

• Part 1: New Demographics and Lifelong Learning.- Chapter 1. Implications of migration and ageing populations for inclusion and equality in higher education and lifelong learning (Maria Slowey, Hans G. Schuetze and Tanya Zubrzycki).- Part 2: CONTEMPORARY PATTERNS OF MIGRATION AND HIGHER EDUCATION: OPPORTUNITIES FOR NEW LIFELONG LEARNERS? .- Chapter 2. Escher’s staircase: higher education and migration in Australia (Mary Leahy, John Polesel and Shelley Gillis).- Chapter 3: Migration and higher education in Germany (Andrä Wolter).- Chapter 4. The impact of recent demographic changes and migration patterns on education in Puerto Rico (María de los Ángeles Ortiz-Reyes and Liz Sepúlveda-Arroyo).- Chapter 5. New patterns of migration and higher education in Ireland: What are the implications? (Daniel Faas).- Chapter 6. New challenges in higher education policies in Sweden (Camilla Thunborg and Agnieszka Bron).- Chapter 7. Higher education and demographic changes in Mexico (Germán Álvarez-Mendiola and Brenda Pérez-Colunga).- Chapter 8. Migration and linguistic diversity in higher education: implications for language teaching practice and policy (Jennifer Bruen and Niamh Kelly).- Chapter 9. New students, new institutions: challenges for academic legitimation and social sustainability of Intercultural Universities in Mexico (Sylvie Didou Aupetit).- Chapter 10. Lifelong learning in multicultural Brazil: challenges for higher education (Ana Ivenicki).- Chapter 11. Student demographic change and pedagogical issues in higher education (Martha Cleveland-Innes).- PART III: AGEING POPULATIONS AND CHANGING LIFE COURSE PATTERNS: IMPLICATIONS FOR HIGHER EDUCATION AND ‘LONGLIFE’ LEARNERS.- Chapter 12. Acquiring higher levels of education as an adult learner: implications for active ageing (Richard Desjardins).- Chapter 13. The role of higher education in an ageing society: the distinctive case of Japan (Hidehiro Nakajima).- Chapter 14. Older adults, social inequalities and higher education in Aotearoa/New Zealand (Brian Findsen).- Chapter 15. Adult workers as learners in the USA higher education landscape (Carol Kasworm).- Chapter 16. Implications of new life course patterns for higher education and workforce dynamics in Ireland (Maria Slowey and Tanya Zubrzycki).- Chapter 17. Older adult learners: an opportunity for universities (Walter Archer and William (Bill) J. Kops).- Chapter 18. Blurring boundaries: Exploring the potential for 'big data' to address inequalities in lifewide learning engagement (Catherine Lido, Kate Reid and Mike Osborne).- PART IV: REFLECTIONS AND OUTLOOK.- Chapter 19. Reflection: Mobility and migration: freedom and threat? (Pavel Zgaga).- Chapter 20. Reflection: Learning, education and active ageing: a key policy agenda for higher education (David Istance).- Chapter 21. Conclusion and outlook: Higher education in the 21st century: new frontiers – old barriers (Hans G. Schuetze and Maria Slowey)