Learning to learn: Beyond 2020

Esther Tan*, Christian Stracke, Marek Prokopowicz, Edit Kővári, Tamas Kigyós, Tibor Csizmadia, Karin Kronika, Bea Fehérvölgyi, Krisztina Erdős

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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Abstract

The current discourse on staying relevant in the 21st century workplace and lifelong learning is instrumental for this empirical work. This research study has a two-fold objective. First, it identifies the skill-deficit in our graduates when they enter the workforce: critical thinking, problemsolving and managing one’s own learning process. Second, it captures best practices of educational, non-educational and training agencies in developing and evaluating the above-mentioned three core skill-sets. Indepth interviews were carried out with 72 organizations: 34 educational institutions and 19 non-educational institutions plus 19 training agencies as specific third target group. Two main findings emerged: First, there is a gap between employers’ expectations and graduates’ competences, and second, the methods of developing and evaluating the three core skill-sets differ between educational institutions on one hand and non-educational institutions and training agencies on the other hand. This implies a need for a more integrated planning system amongst
Original languageEnglish
Title of host publicationSmart Universities: Education's Digital Future
Subtitle of host publicationOfficial Proceedings of the International WLS and LINQ Conference held in Kristiansand, Norway, on 7th to 9th June 2017
EditorsM.C. Stracke, O. Tveiten, M. Shanks
PublisherLogos Verlag Berlin GmbH
Pages13-20
ISBN (Print)978-3-8325-4595-6
Publication statusPublished - 1 Jun 2017
EventWorld Learning Summit and LINQ Conference: Smart universities - University of Agder Campus, Kristiansand, Norway
Duration: 7 Jun 20179 Jun 2017
Conference number: 7
http://wls.futurelearninglab.org/top17/

Conference

ConferenceWorld Learning Summit and LINQ Conference
Abbreviated titleWLS2017
CountryNorway
CityKristiansand
Period7/06/179/06/17
Internet address

Fingerprint

graduate
learning
integrated planning
target group
lifelong learning
educational institution
learning process
employer
deficit
discourse

Keywords

  • lifelong learning, critical thinking, problem-solving, managing one’s own learning, global connectivity

Cite this

Tan, E., Stracke, C., Prokopowicz, M., Kővári, E., Kigyós, T., Csizmadia, T., ... Erdős, K. (2017). Learning to learn: Beyond 2020. In M. C. Stracke, O. Tveiten, & M. Shanks (Eds.), Smart Universities: Education's Digital Future: Official Proceedings of the International WLS and LINQ Conference held in Kristiansand, Norway, on 7th to 9th June 2017 (pp. 13-20). Logos Verlag Berlin GmbH.
Tan, Esther ; Stracke, Christian ; Prokopowicz, Marek ; Kővári, Edit ; Kigyós, Tamas ; Csizmadia, Tibor ; Kronika, Karin ; Fehérvölgyi, Bea ; Erdős, Krisztina. / Learning to learn : Beyond 2020. Smart Universities: Education's Digital Future: Official Proceedings of the International WLS and LINQ Conference held in Kristiansand, Norway, on 7th to 9th June 2017. editor / M.C. Stracke ; O. Tveiten ; M. Shanks. Logos Verlag Berlin GmbH, 2017. pp. 13-20
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Tan, E, Stracke, C, Prokopowicz, M, Kővári, E, Kigyós, T, Csizmadia, T, Kronika, K, Fehérvölgyi, B & Erdős, K 2017, Learning to learn: Beyond 2020. in MC Stracke, O Tveiten & M Shanks (eds), Smart Universities: Education's Digital Future: Official Proceedings of the International WLS and LINQ Conference held in Kristiansand, Norway, on 7th to 9th June 2017. Logos Verlag Berlin GmbH, pp. 13-20, World Learning Summit and LINQ Conference, Kristiansand, Norway, 7/06/17.

Learning to learn : Beyond 2020. / Tan, Esther; Stracke, Christian; Prokopowicz, Marek; Kővári, Edit; Kigyós, Tamas; Csizmadia, Tibor; Kronika, Karin; Fehérvölgyi, Bea; Erdős, Krisztina.

Smart Universities: Education's Digital Future: Official Proceedings of the International WLS and LINQ Conference held in Kristiansand, Norway, on 7th to 9th June 2017. ed. / M.C. Stracke; O. Tveiten; M. Shanks. Logos Verlag Berlin GmbH, 2017. p. 13-20.

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

TY - GEN

T1 - Learning to learn

T2 - Beyond 2020

AU - Tan, Esther

AU - Stracke, Christian

AU - Prokopowicz, Marek

AU - Kővári, Edit

AU - Kigyós, Tamas

AU - Csizmadia, Tibor

AU - Kronika, Karin

AU - Fehérvölgyi, Bea

AU - Erdős, Krisztina

PY - 2017/6/1

Y1 - 2017/6/1

N2 - The current discourse on staying relevant in the 21st century workplace and lifelong learning is instrumental for this empirical work. This research study has a two-fold objective. First, it identifies the skill-deficit in our graduates when they enter the workforce: critical thinking, problemsolving and managing one’s own learning process. Second, it captures best practices of educational, non-educational and training agencies in developing and evaluating the above-mentioned three core skill-sets. Indepth interviews were carried out with 72 organizations: 34 educational institutions and 19 non-educational institutions plus 19 training agencies as specific third target group. Two main findings emerged: First, there is a gap between employers’ expectations and graduates’ competences, and second, the methods of developing and evaluating the three core skill-sets differ between educational institutions on one hand and non-educational institutions and training agencies on the other hand. This implies a need for a more integrated planning system amongst

AB - The current discourse on staying relevant in the 21st century workplace and lifelong learning is instrumental for this empirical work. This research study has a two-fold objective. First, it identifies the skill-deficit in our graduates when they enter the workforce: critical thinking, problemsolving and managing one’s own learning process. Second, it captures best practices of educational, non-educational and training agencies in developing and evaluating the above-mentioned three core skill-sets. Indepth interviews were carried out with 72 organizations: 34 educational institutions and 19 non-educational institutions plus 19 training agencies as specific third target group. Two main findings emerged: First, there is a gap between employers’ expectations and graduates’ competences, and second, the methods of developing and evaluating the three core skill-sets differ between educational institutions on one hand and non-educational institutions and training agencies on the other hand. This implies a need for a more integrated planning system amongst

KW - lifelong learning, critical thinking, problem-solving, managing one’s own learning, global connectivity

M3 - Conference article in proceeding

SN - 978-3-8325-4595-6

SP - 13

EP - 20

BT - Smart Universities: Education's Digital Future

A2 - Stracke, M.C.

A2 - Tveiten, O.

A2 - Shanks, M.

PB - Logos Verlag Berlin GmbH

ER -

Tan E, Stracke C, Prokopowicz M, Kővári E, Kigyós T, Csizmadia T et al. Learning to learn: Beyond 2020. In Stracke MC, Tveiten O, Shanks M, editors, Smart Universities: Education's Digital Future: Official Proceedings of the International WLS and LINQ Conference held in Kristiansand, Norway, on 7th to 9th June 2017. Logos Verlag Berlin GmbH. 2017. p. 13-20