The book "Lebenslanges Lernen und Hochschulbildung: Perspektiven von Hochschullehrenden in Deutschland und Spanien" by Julietta Adorno offers a comprehensive examination of lifelong learning and higher education from the perspectives of university educators in Germany and Spain. This scholarly review highlights the book's key contributions, methodologies, and its connection to existing literature on lifelong learning and higher education.

Key Contributions

Adorno's book is a significant contribution to the field of lifelong learning and higher education, particularly in its comparative approach. The author explores how lifelong learning is perceived and implemented by university educators in two different national contexts, providing valuable insights into the similarities and differences between Germany and Spain. This comparative perspective is crucial as it highlights the impact of national policies and cultural contexts on educational practices.

Methodology

The book employs a qualitative research methodology, utilizing problem-centered group discussions to gather data from university educators. This approach is well-suited to exploring the nuanced perspectives of educators and allows for a deep understanding of their experiences and attitudes towards lifelong learning. The use of group discussions is particularly effective in capturing the dynamic and interactive nature of educators' reflections and discussions about their professional practices.

Thematic Analysis

Adorno organizes her findings around several key themes:

1. Lifelong Learning as an International Reform Project: The book discusses the role of lifelong learning in the context of international educational reforms, particularly the Bologna Process. This aligns with the broader literature that emphasizes the importance of lifelong learning in creating a more flexible and inclusive higher education system (Schuetze, 2005; Wolter & Banscherus, 2016).

2. Educators' Perspectives on Lifelong Learning: The book provides a detailed analysis of how educators in Germany and Spain perceive lifelong learning. It highlights the challenges and opportunities they face in integrating lifelong learning into their teaching practices. This is consistent with previous research that underscores the critical role of educators in the successful implementation of lifelong learning initiatives (Cendon, 2016; Alheit, 2014).

3. Institutional and Policy Contexts: Adorno examines the legal and policy frameworks that support or hinder lifelong learning in higher education in both countries. This comparative analysis is valuable for understanding how different national contexts shape educational practices. It also contributes to the literature on the impact of policy on educational outcomes (Mora & Vidal, 2003; de la Torre et al., 2018).

4. Social Theoretical Framework: The book employs the social worlds theory of Anselm Strauss to analyze the data. This theoretical framework is effective in capturing the complex and dynamic nature of educators' professional lives and their engagement with lifelong learning. The use of this framework aligns with other studies that have successfully applied social worlds theory to educational research (Clarke, 1991; Strauss, 1978).

Connection to Scholarly Literature

Adorno's work is well-situated within the existing body of literature on lifelong learning and higher education. It builds on the foundational concepts of lifelong learning as articulated by international organizations such as UNESCO and the OECD (Schuetze, 2005). The book also engages with the ongoing debates about the role of higher education in promoting social inclusion and economic competitiveness (Wolter & Banscherus, 2016).

Furthermore, the book's comparative approach adds a valuable dimension to the literature by providing empirical evidence from two different national contexts. This is particularly relevant in light of the increasing emphasis on international comparisons in educational research (Riddell & Weedon, 2014).

Conclusion

"Lifelong Learning and Higher Education: Perspectives of University Educators in Germany and Spain" by Julietta Adorno is a significant contribution to the field of educational research. Its comparative approach, qualitative methodology, and theoretical framework provide a comprehensive and nuanced understanding of lifelong learning in higher education. The book's findings are relevant for policymakers, educators, and researchers interested in the intersections of lifelong learning, higher education, and national educational policies.

References

• Adorno, Julietta. Lebenslanges Lernen Und Hochschulbildung: Perspektiven von Hochschullehrenden in Deutschland Und Spanien. wbv Media GmbH & Co. KG, 2024. https://openresearchlibrary.org, https://openresearchlibrary.org/content/f5a06b63-88ff-45e8-bcdd-3b8d134d9889. 
• Alheit, P. (2014). The symbolic power of knowledge: Exclusion mechanisms of the university habitus in the German university system. In P. Alheit, R. Rheinländer, & J. Watermann (Eds.), Non-traditional students in higher education (pp. 195-208). Springer.
• Cendon, E. (2016). Roles and functions of higher education in lifelong learning. In E. Cendon, J. Klenk, & W. Jütte (Eds.), Lifelong learning in higher education (pp. 185-197). Springer.
• Clarke, A. E. (1991). Social worlds/arenas theory as organizational theory. In D. R. Maines (Ed.), Social organization and social process: Essays in honor of Anselm Strauss (pp. 119-158). Aldine de Gruyter.
• de la Torre, E., & Pérez-Esparrells, C. (2019). Quality assurance in Spanish higher education: The role of ANECA. In E. de la Torre & C. Pérez-Esparrells (Eds.), Higher education in Spain: Insights and perspectives (pp. 123-140). Springer.
• Mora, J.-G., & Vidal, J. (2003). The balance between teaching and research in Spanish universities. Higher Education Policy, 16(1), 73-82.
• Riddell, S., & Weedon, E. (2014). European higher education, the inclusion of students from under-represented groups and the Bologna Process. International Journal of Lifelong Education, 33(1), 26-44.
• Schuetze, H. G. (2005). International concepts and agendas of lifelong learning. Compare: A Journal of Comparative and International Education, 35(3), 289-306.
• Strauss, A. (1978). Negotiations: Varieties, contexts, processes, and social order. Jossey-Bass.
• Wolter, A., & Banscherus, U. (2016). Lifelong learning in higher education: The Bologna Process and its impact on lifelong learning. In E. Cendon, J. Klenk, & W. Jütte (Eds.), Lifelong learning in higher education (pp. 63-76). Springer.

Prompted, written and edited by Pablo Markin. Parts of the initial draft have been generated using Copilot, Microsoft (November 28, 2024).