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In the context of lifelong learning, adults are increasingly being viewed from a biographical perspective. This article takes a look at how differently – and in some cases inconsistently – adults are construed as biographical subjects in education policy, in educational practice, and in research on adult education. It argues that to even begin to examine the processes and practices of biographical subjectification that take place in adult and continuing education, biographical research must be …
The article focuses on the historically empirical data of DIE Zeitschrift für Erwachsenenbildung and contributes to adult educational journal research. By analyzing bibliographic meta data, continuities and changes in the content spectre are identified. The compositions of authors is differentiated between occasional and regular authors and compared to other scientific journals. Data on the journal’s reputation in the field complete the picture.
Vocational continuing education is becoming more significant in modern employment biographies. A growing range of work-based study programmes and the recent opening tendency for persons holding vocational qualifications attracts attention to universities as providers of continuing education. Still, academic formats play a comparatively small role in the market of continuing education. The report explores the reasons for the low acceptance of academic continuing education. For this purpose, 72 p…
The paper reviews developmental-psychological research on the (in-)stability of adult personality aspects. Big Five personality traits as well as surface characteristics are addressed. Hereby, the direction and the extent of change are compared for various personality aspects, and the influences on personality changes are discussed. Finally, conclusions are drawn for the field of adult education.
