Synopsis
Set out in two main parts, this book illustrates concepts and practices covering the wide range of forms of engagement that universities can have with their regions. The book deals with challenging issues that have become the core concerns of politicians, funders of research, academics, and civil society. These issues include climate change, food security, youth unemployment, indigeneity, health and demography, framing them within the contexts of rurality and the economic crisis. The book provides various theoretical contexts for understanding the university's role in engagement. The first section considers the role of higher education in regional and community development, with special consideration for remote or isolated regions, Examples of best practice from local initiatives - which are often the result of bringing together individuals from very diverse backgrounds and disciplines - are presented, and include the lifelong learning strategies of universities as they pertain to the development of a sustainable economy and issues of rurality. The second section considers the role of higher education in a time of crisis. It builds on the recurrent and topical subject of crisis - economic, social, and political - but also those related to climatic and environmental events. [ Higher Education, Continuing Education, Community Development]
About the Author
Caroline Carlot is International Project Manager at the University of Strasbourg, where she support teachers in proposal preparation from feasibility study to submission (mainly on the Erasmus + programme), and is engaged in networking activities at national and European levels. She is also Expert at Erasmus+, where she assesses proposals in the framework of the Erasmus+ programme. Previously she was Project Development Officer at the European University of Brittany with responsibility for fostering European projects in Brittany in the field of research and lifelong learning. Jean-Marie Filloque is currently Vice President for Lifelong Learning and academic affairs and Head of the Commission for Training and University Life (CFVU) at the University of Brest. He is also a member of the EUCEN (European University Continuing Education Network) steering committee. Previously he was Director of the University Continuing Education Department of the University of Brest from 1998 to 2008 and President of the French National Network of University Continuing Education from 2005 to 2012. Michael Osborne is Professor of Adult and Lifelong Learning at the University of Glasgow, and experienced in adult education, VET and Higher Education research, development and evaluation. He is Director of the Centre for Research and Development in Adult and Lifelong Learning within the Faculty of Education and Co-director of the PASCAL Observatory on Place Management, Social Capital and Lifelong Learning. He also co-convenes a research cluster on Social Justice, Place and Lifelong Education. Peter Welsh is Head of Research and Intelligence at Kent County Council, responsible for a wide range of policy, monitoring and research studies relating to the social, economic and demographic circumstances of the county. Drawing on a wide experience base in higher education, local government and private sector consultancy, his research interests include: political thought, comparative policy analysis, trans-national comparative methodologies, social policies, family and employment policies, voter behaviour, political party marketing, linguistic impact, cross-cultural interpretation and rural, economic and environmental development. Peter is also a trustee of the Bayswater Institute.
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