Lifelong learning at universities – enablers and barriers

For many years, we have seen political focus on LLL, but until now, the success stories have been very few. FiTech (https://fitech.io/) is an example of a collaboration between Finnish universities. FiTech’s founding mission is to contribute to the development of Finnish innovation capacity and to respond to competence demands arising in the field of engineering. It operates by securing funding for upskilling projects in specific areas like 5G, Energy storage and wind power and it offers on-line courses at university level. IT-Vest is a Danish example of collaboration between the western universities in Denmark, offering both the possibility to take one course (5 ECTS) as well as a full master program. As they write on their website: “Professionals have found the flexible programme of Master of IT very attractive. More than half of the participants enroll in the programme without having decided whether they just want one course or they want the full programme and a Master’s diploma. They enroll because they find the courses interesting and relevant to their career and practice. The possibility of ending with a Master’s diploma is, however, important to the students, but most of them decide later whether or not they want to continue in the programme and earn an MSc.”( https://master-it-vest.dk/english-site/, accessed May 13, 2024)

Lifelong learning emerged in the late 1960s, highlighted by UNESCO’s report “Learning to be: the world of education today and tomorrow,” emphasizing lifelong education and a learning society. During the 1990s, a resurgence of interest in lifelong learning was noted in Europe and the U.S., spurred by studies that popularized the concept amid increasing global economic competition. Lifelong learning, though broadly defined, encompasses all learning activities aimed at enhancing knowledge and skills for personal, civic, and professional development, as defined by the EU. NORDTEK typically focuses on formal learning offered by higher education institutions post-initial education, termed Adult Learning in EU contexts. Significant research has identified barriers and enablers for adult learning, categorizing obstacles as either

• Institutional (or structural) barriers – institutional, political, or structural practices and procedures that may discourage or prevent either learners’ participation or universities’ provision of LLL offerings,
• Situational barriers – practical barriers which arise due to a person’s life situation at given points in his or her family or working life cycle,
• Dispositional barriers – personality traits or personal qualities which influence a person’s intrinsic motivation to engage in LLL, or
• Information barriers – referring to the (lack of) availability and awareness of information regarding LLL opportunities.

Time and cost are found to be the most critical barriers for adult learners. However, despite abundant literature from the learners’ perspective, few studies address the challenges and opportunities from the perspective of education providers offering lifelong learning.

LLL in NORDTEK institutions

In 2023, we sent out a questionnaire to all NORDTEK members to figure out the “status” of LLL at the NORDTEK institutions. We had a special focus on 1) successes, 2) unused/little-used possibilities for offers, 3) ideas for new offers, and 4) barriers to the facilitation of lifelong learning. Nineteen of the 28 institutions answered.  You can find a more detailed analysis in Bennedsen & Øien (2023): Transnational Collaboration on Lifelong Learning Between Higher Engineering Education Institutions: A University Perspective. European Society for Engineering Education (SEFI).  https://doi.org/10.21427/2F51-E932 

The general results of the survey were the following: 

Fifty percent of the universities have developed strategies for LLL, with many strategies emphasizing practical approaches to implementation. For instance, NTNU has identified the need to define clear responsibilities for its continuing and further education activities, suggesting that while institutions recognize the importance of LLL, these programs are still developing.

Due to their varied responsibilities, adult learners require more flexible study options compared to traditional students. It appears that institutions recognize this need, with over 40% of them offering at least half of their LLL programs online, and many adopting a hybrid teaching approach.

Initiatives for LLL at these universities often originate from faculty members or groups, although university management also plays a role in launching new LLL activities.

Funding is a critical focus for all respondents. Integrating LLL into traditional university funding models, which are often based on credit points and graduation rates, presents challenges. Many universities are part of EU-funded alliances that prioritize LLL, supporting these programs financially. Additionally, funding comes from learners, businesses, and specific EU or national projects targeting LLL.

All NORDTEK universities have experience with LLL, focusing mainly on specific target groups and delivery methods, with success measured by customer satisfaction, enrollment rates, and societal impact. Key success factors pointed to by respondents include predictable funding, flexible and modular LLL offerings, active stakeholder collaboration, and professionalization of LLL services. Despite this, few successful programs are reported in engineering, with most offerings catering to educational and healthcare professionals.

Respondents are also innovating in LLL delivery methods, experimenting with mobile and online asynchronous learning, and exploring underused approaches like micro-credentials. However, financial challenges persist, with funding models and legislative restrictions not always supporting the diverse needs of LLL. Market adaptability, resource allocation, and the absence of incentives for academics to focus on LLL pose significant barriers. Furthermore, the quality of some free LLL courses funded by local or European sources has been criticized, potentially deterring participation in paid programs.

Several universities participate in national LLL consortia, such as the above-mentioned IT-Vest and FiTech. These collaborations enable flexible, modular LLL offerings, enhancing the variety of courses available, particularly in technology and engineering fields, which have shown clear demand and success on a national level. Collaborative efforts also help in resource optimization across universities and increase the visibility of LLL offerings through joint marketing platforms.

Financial instability is a significant barrier in national LLL collaborations, along with unpredictable market interest that fluctuates with economic conditions. Regulatory challenges, the diversity in educational institution types, as well as resource scarcity also complicate these collaborations. 

While fewer respondents see potential in transnational collaboration, some recognize the benefits of a joint marketing platform that could enhance LLL offer visibility across borders. Areas like sustainability, technology, and digitalization are seen as having potential for transnational programs. Some universities are part of European alliances which may foster LLL initiatives, and platforms like FutureLearn facilitate cross-institutional course selection.

Most universities lack a strategy for transnational LLL, seeing it as less critical and more focused on domestic needs. Administrative and legislative complexities, along with the need to align international market needs with institutional offerings, pose significant challenges. A shared transnational platform for promoting LLL and facilitating credit accumulation is needed but currently lacking.

The long and strong collaboration between the NORDTEK institutions could be utilized as a platform for establishing transnational LLL offerings. Currently, Aarhus University, NTNU, IT-Vest and Åbo Akademi University have gotten funding for a NORDPLUS project (L3HEE) with the aim of developing a model for flexible, transnational university collaboration in formal lifelong adult learning within engineering, and a plan for a subsequent pilot run. We encourage you all to follow the project, and engourage NORDTEK to play an active role in promoting transnational LLL.