The Centre undertakes a range of research and development activities (local, national and European) which informs its work and also contributes more generally to the field of lifelong learning.
RANLHE: Access and Retention: Experiences of Non-traditional Learners in Higher Education
This three year project began January 2008 and is funded by the EU Lifelong Learning Programme. The overall aim of the project is to examine issues of access, retention and non-completion in relation to non-traditional undergraduate students (young and adults across a wide age range) in higher education on a comparative European basis. It will look at, using biographical approaches, why some non-traditional students assume a learner identity in higher education that enables them to succeed, what this means subjectively, and why some, despite objectively coming from a similar background, fail to complete and drop out.
CLL at the University of Warwick is the co-ordinating partner (Dr Barbara Merrill). The other partners include: Canterbury Christ Church University, UK; University of Goettingen, Germany; University of Stirling, Scotland; University of Seville, Spain; University of Stockholm, Sweden; University of Lower
Silesia, Poland; and University of Ireland, Maynooth, Ireland.
More information is available at RANLHE's dedicated website
.
PRILHE: Promoting Reflective Independent Learning in HE
A Grundtvig adult education project involving eight countries which was co-ordinated by the University of Warwick (Dr Barbara Merrill and Dr Rennie Johnston). The partners were: University of Barcelona, University of Goettingen, Dundalk Institute of Higher Education, University Nova de Lisboa, University of Stockholm, University of Turku and University of Lower Silesia. This project has its own dedicated web page which can be accessed from this link to PRILHE.
A Lecturers' Toolkit which looks at approaches to promoting reflective independent learning in HE is available either to download from the website or as a hard copy (Barbara.Merrill@warwick.ac.uk). A Student Handbook aimed at undergraduate adult students is also available in the same way as the Lecturers' Toolkit.
Learning in HE: Improving practice for non-traditional adults students
An EU SOCRATES Grundtvig research and development project which involved seven countries (UK, Finland, Ireland, Spain, Portugal, Germany and Sweden). The aim of the project was to identify the learning experiences and needs of non-traditional adult students in HE through the voices of learners with the objective of improving policy and practice. The Centre was the leading partner (Dr Barbara Merrill). This project has its own dedicated web page and handbook which can be accessed from this link to LIHE.
SEQUAL
An EU ESF funded project involving eight UK higher education institutions. Based on an empowering approach, each partner worked with local employers and community groups to understand the complexities of discrimination related to equal access to a labour market that is 'open to all'. Warwick focused on the themes of gender and class. The project was managed at Warwick by Dr Barbara Merrill and Dr Mick Carpenter, Department of Sociology. The University of Surrey is the lead partner.
Valuing Experience from Experience (VaLEx)
An EU SOCRATES Grundtvig research and development project which involved seven countries (England, Scotland, Ireland, France, Belgium, Finland and Estonia). The objectives were to undertake a theoretical analysis of existing practices and principles underpinning APEL to develop a pedagogical model of APEL for learners who are socially excluded. The Centre for Research in Lifelong Learning, Glasgow Caledonian University is the lead partner and the project at Warwick was led by Dr Barbara Merrill.
Higher Education in Further Education
A number of projects undertaken for HEFCE and others, in collaboration with partners from NIACE, City College Manchester, Sheffield Hallam University and University of Sheffield (Dr Russell Moseley).
The impact of OCN accredited provision
An evaluation for the LSC and NOCN of the role of credit-based OCN provision in increasing flexibility, ensuring and enhancing quality, facilitating progression and widening participation (Dr Russell Moseley and Dr Stephen Hill).
The impact of Foundation Degrees on the student experience
This project focuses on the impact of Foundation Degrees on students and the student experience of learning as well as the extent of integration between academic and work-based learning.
CLL Research Group Minutes from Meetings
4 January 2012
