The First Year Experience in Continuing Education

Author/Producer ESCalate
  • Nicola Andrew (Glasgow Caledonian University)
  • Darryl Bibby (Coventry University)
  • Rosie Bingham (Sheffield Hallam University)
  • Colin Black (Coventry University)
  • Allex Brown (University of Plymouth)
  • Gaynor Cavanagh (University of Teesside)
  • Caroline Dobson (London Metropolitan University)
  • Monica Feixias (Universitat Autonoma de Barcelona)
  • Helen Godfrey (Napier University)
  • Kate Grime (Edge Hill University)
  • Daphne Hampton (University of the Arts, London)
  • Katerine Hewlett (University of Westminster)
  • Debbie Holley (London Metropolitan University)
  • Nic Hollinworth (University of Oxford)
  • Kerry Hunter (Central University of Technology, Sydney)
  • Claire McGuinness (Glasgow Caledonian University)
  • Mark O'Hara (Sheffield Hallam University)
  • Dolors Quinquer (Universitat Autonoma de Barcelona)
  • Richard Ralley (Edge Hill University)
  • Gerry Reid (Glasgow Caledonian University)
  • Kendall Richards (Napier University)
  • Anna Round (Northumbria University)
  • Judy Rumbelow (Coventry University)
  • Graham Russell (University of Plymouth)
  • Anne Sampson (Aim Higher London West)
  • Ian Smith (Napier University)
  • Lesley Sumner (Edge Hill University)
  • Derek Young (ESCalate - University of Stirling)
Published in 2006 ESCalate First Year Experience conference proceedings
Date Published Spring 2007
Pages 74
Download pdf 2.5MB


A selection of conference papers presented on 24/5th April 2006 at University of Stirling


The onset of the twenty-first century has brought a marked change in the role of Lifelong Learning/Continuing Education. As higher education has adapted to meet increasingly diverse demands from a more heterogeneous student population, lifelong learning departments have been required to adopt a wider institutional role enabling diverse learner needs to be met through enhanced flexibility of provision in its widest sense. This flexibility incorporates recruitment strategies, support mechanisms, modes and methods of delivery and assessment, and a range of exit strategies. Departments and schools delivering lifelong learning have thus adopted an expanded role both across campus and within the community at large, a role which has evolved alongside widening participation strategies and changing recruitment patterns such as increasing numbers of working and mature students.