Lifelong Learning Pathways: Addressing Participation and Diversity in Higher Education

McLaughlin, P; Mills, A; Davis, P; Saha, S; Smith, PV; Hardie, M

Lifelong Learning Pathways: Addressing Participation and Diversity in Higher Education

McLaughlin, P Mills, A Davis, P Saha, S Smith, PV

Hardie, M

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Publisher:: Office Learning & Teaching
Publication Type:: Report
Citation:: 2013, pp. 1 - 141
Issue Date:: 2013-01

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Field	Value	Language
dc.contributor.author	McLaughlin, P	en_US
dc.contributor.author	Mills, A	en_US
dc.contributor.author	Davis, P	en_US
dc.contributor.author	Saha, S	en_US
dc.contributor.author	Smith, PV https://orcid.org/0000-0001-5825-2014	en_US
dc.contributor.author	Hardie, M	en_US
dc.date.issued	2013-01	en_US
dc.identifier.citation	2013, pp. 1 - 141	en_US
dc.identifier.isbn	978-1-922125-35-4	en_US
dc.identifier.uri	http://hdl.handle.net/10453/31889
dc.description.abstract	Tertiary education plays a major role in meeting the economic, social and cultural wellbeing of both individuals and the workforce of the future (OECD, 2011). Increasing participation in tertiary education is vital for the future of all Australians with the emphasis on the provision of increased participation critical. (Gillard, 2012; Bradley, Noonan, Nugent and Scales, 2008). This project reviewed higher education pathways models in the built environment discipline (construction management, quantity surveying, estimating, project management) to ascertain their capacity to improve diversity in the student cohort. This project included three significant objectives: to analyse the efficiency of existing examples of lifelong learning/pathways models in the built environment discipline in improving diversity of student cohort to develop schema to discern and identify elements of these models that contribute to best practice in creating opportunities for student diversity To isolate and disseminate the determinants of best practice pathways models for future use by the built environment discipline and other disciplines. Dissemination of project findings across both the built environment sector and the wider higher education audience was an important objective. The project helped to bring together a network of interested educators in built environment disciplines that were enthusiastic to implement changed practice in relation to pathways models. Industry and accreditation bodies engagement overwhelmed the project leaders, and provided further dissemination and discussion about the opportunities for innovation in built environment pathways.	en_US
dc.publisher	Office Learning & Teaching	en_US
dc.title	Lifelong Learning Pathways: Addressing Participation and Diversity in Higher Education	en_US
dc.type	Report
utslib.location	Sydney	en_US
utslib.for	1202 Building	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.confidential	false	en_US
pubs.place-of-publication	Sydney	en_US

Abstract:

Tertiary education plays a major role in meeting the economic, social and cultural wellbeing of both individuals and the workforce of the future (OECD, 2011). Increasing participation in tertiary education is vital for the future of all Australians with the emphasis on the provision of increased participation critical. (Gillard, 2012; Bradley, Noonan, Nugent and Scales, 2008). This project reviewed higher education pathways models in the built environment discipline (construction management, quantity surveying, estimating, project management) to ascertain their capacity to improve diversity in the student cohort. This project included three significant objectives: to analyse the efficiency of existing examples of lifelong learning/pathways models in the built environment discipline in improving diversity of student cohort to develop schema to discern and identify elements of these models that contribute to best practice in creating opportunities for student diversity To isolate and disseminate the determinants of best practice pathways models for future use by the built environment discipline and other disciplines. Dissemination of project findings across both the built environment sector and the wider higher education audience was an important objective. The project helped to bring together a network of interested educators in built environment disciplines that were enthusiastic to implement changed practice in relation to pathways models. Industry and accreditation bodies engagement overwhelmed the project leaders, and provided further dissemination and discussion about the opportunities for innovation in built environment pathways.

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http://hdl.handle.net/10453/31889