In New Zealand there are four university-based centres for continuing education which provide non-credit short courses. This paper presents data from a survey which was conducted with the intention of building understanding of the cohort of learners who attend short non-credit courses, to better understand their views and values and to determine whether there was a readiness or need to follow the trends apparent in overseas departments of continuing education. Policy and funding structures in New Zealand have favoured traditional delivery methods and non-credit learning. The survey of learners indicated a readiness for technology-enabled learning and interest in attaining recognition for learning. The study provides a valuable insight into an often invisible cohort of university learners and exposes important contrasts between common perceptions of adult ‘leisure’ learners and our survey results.
ColardynDBjornavoldJ (2004) ‘Validation of Formal, Non-Formal and Informal Learning: Policy and practices in EU Member States’. European Journal of Education, vol 39(1), pp 69–89.
4.
DfES (2003) National Adult Learning Survey (NALS) 2001, London: DfES.
FindsenBHindemarchJ H (1996) ‘Adult and community education in the universities’, in BensemanJFindsenBScottM (eds). The Fourth Sector: Adult and Community Education in Aotearoa/New Zealand, Palmerston North: The Dunmore Press Ltd.
9.
GarrickJ (1998) ‘Informal learning in the workplace: Unmasking human resource development’, London: Routledge.
10.
GeertshuisS (2007) ‘Adults attending universities' non-credit courses’, New Zealand Journal of Adult Learning, vol 35(2), pp 47–60.
11.
GorardSSelwynN (2005) ‘Towards a le@rning society? The impact of technology on patterns of participation in lifelong learning’, British Journal of Sociology of Education, vol 26(1), pp 71–89.
12.
HolmanDEpitropakiOFernieS (2001) ‘Understanding learning strategies in the workplace: A factor analytic investigation’, Journal of Occupational and Organisational Psychology, vol 74, pp 675–81.
13.
JacksonS (2005) ‘When learning comes of age? Continuing education into later life’, Journal of Adult and Continuing Education, vol 11(2), pp 188–99.
14.
KnightP T (2002) ‘Summative Assessment in Higher Education: Practices in disarray’, Studies in Higher Education, vol 27(3), pp 275–86.
15.
LambRBradyE M (2005) ‘Participation in lifelong learning institutes: What turns members on?’Educational Gerontology, vol 31(3), pp 207–24.
16.
LoweJ SHoltonE F (2005) ‘A theory of effective computer-based instruction for adults’, Human Resource Development Review, vol 4, pp 159–88.
17.
MacleodFLambeP (2007) ‘Patterns and trends in part-time adult education participation in relation to UK nation, class, place of participation, gender, age and disability, 1998–2003’, International Journal of Lifelong Learning, vol 26(4), pp 399–418.
18.
MalcolmJHodkinsonPColleyH (2007) ‘The interrelationships between informal and formal learning’, Journal of Workplace Learning, vol 15(7/8) pp 313–18.
19.
MilamJ (2005) The role of non-credit courses in serving non-traditional learners, in PusserB (ed), ‘Arenas of entrepreneurship: Where non-profit and for-profit institutions compete’, New Directions for Higher Education, No 129, pp 55–68.
20.
OmerzelD GFisterKSircaN T (2008) “The support of employers in the system of workplace learning recognition’, International Journal for Innovation and Learning, vol 5(1), pp 38–50.
21.
PillayHIrvingKTonesM (2007) ‘Validation of the diagnostic tool for assessing tertiary students’ readiness for online learning’, Higher Education Research and Development, vol 26(2), pp 217–34.
22.
SelwynN (2004) ‘The information aged: A qualitative study of older adults’ use of information and communications technology’, Journal of Aging Studies, vol 18, pp 369–84.
ThomasE (2003) ‘The driving forces of the recent changes in European University Continuing Education’, Journal of Adult and Continuing Education, vol 9(2), pp 99–109.
25.
TuschlingAEngemannC (2006) ‘From education to lifelong learning: The emerging regime of learning in the European Union’, Educational Philosophy and Theory, vol 38(4), pp 451–69.
26.
WilliamsonA (2000) ‘Gender issues in older adults’ participation in learning: Viewpoints and experiences of learners in the University of the Third Age’, Educational Gerontology, vol 26, pp 49–66.
27.
YoungM (2003) ‘Comparing approaches to the role of qualifications in the promotion of lifelong learning’, European Journal of Education, vol 38(2), pp 199–211.
