[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592994-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-592994-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","views-of-academic-staff-in-universities-on-lifelong-learning-and-adult-education","Views of Academic Staff in Universities on Lifelong Learning and Adult Education","","This study examines how university academic staff view lifelong learning and adult education within higher education. Using Andragogy Approach principles, it analyzes training received by academic staff for professional and personal development. A qualitative interview technique was employed with 20 academic staff who had adult education and lifelong learning training. Recorded interviews were transcribed and evaluated via descriptive analysis, then coded. Results indicate staff generally pursued such education voluntarily for professional growth, quality of life, experience, academic advancement, and related goals.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/views-of-academic-staff-in-universities-on-lifelong-learning-and-adult-education/592994/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/views-of-academic-staff-in-universities-on-lifelong-learning-and-adult-education/592994.png","ImageObject",300,407,{"name":42,"@type":43},"Aran","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of this study on lifelong learning and adult education?","Question",{"text":63,"@type":64},"The study aims to determine university academic staff views on lifelong learning and adult education. It frames the analysis through Andragogy Approach principles relevant to adult learning characteristics.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted and who participated?",{"text":68,"@type":64},"The study used interviews as a qualitative technique. Interviews were conducted with a total of 20 academic staff who had received training within adult education and lifelong learning.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main outcomes regarding why academic staff took these trainings?",{"text":72,"@type":64},"The study found academic staff generally received education on lifelong learning and adult education voluntarily. It concludes these trainings were pursued for professional and personal development, improving quality of life, gaining experience, advancing academically, and similar reasons.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},592994,1792164997,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Asian Journal of Education and Training  \nVol. 7, No. 3, 195-203, 2021 ISSN(E) 2519-5387  \nDOI: 10.20448/journal.522.2021 .73.195.203  \n© 2021 by the authors; licensee Asian Online Journal Publishing Group  \nViews of Academic Staff in Universities on Lifelong Learning and Adult Education  \nBerna Karakoc   \nDr, Kilis 7 Aralik University, Physical Education and Sports Academy, Kilis, Turkey.  \nAbstract  \nThe general aim of this study is to find out the views of academic staff working at universities on lifelong learning and adult education. While finding out the views of academic staff, the 6 principles of Andragogy Approach, which includes the characteristics of adults about learning, were taken as basis and the professional or personal development trainings academic staff received were analysed separately within the framework of these principles. Interview technique, one of the most frequently used in qualitative research methods, was used in the study. Interviews were made with a total of 20 academic staff who had received training within the scope of adult education and lifelong learning. The interviews were recorded with a voice recorder and transcribed. The transcribed data were evaluated with descriptive analysis method and then they were coded. Interpretations were made by using the codes. As a result, it was found that the academic staff in general had received education on lifelong learning and adult education voluntarily and it was concluded that they received these trainings for professional or personal development, to increase their quality of life, to gain experience, to advance academically and for similar reasons.  \nKeywords: Lifelong learning, Adult education, Andragogy, Andragogical principles, Adult, Academic staff in universities.  \nCitation | Berna Karakoc (2021). Views of Academic Staff in Universities on Lifelong Learning and Adult Education. Asian Journal of Education and Training, 7(3): 195-203.  \nHistory:  \nReceived: 15 June 2021  \nRevised: 20 July 2021  \nAccepted: 17 August 2021  \nPublished: 6 September 2021  \nLicensed: This work is licensed under a Creative Commons Attribution 3.0 License   \nPublisher: Asian Online Journal Publishing Group  \nFunding: This study received no specific financial support.  \nCompeting Interests: The author declares that there are no conflicts of interests regarding the publication of this paper.  \nTransparency: The author confirms that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study follows all ethical practices during writing.  \nContents  \n1. Introduction .................................................................................................................................................................................... 196  \n2. Material and Method..................................................................................................................................................................... 197  \n3. Findings and Interpretation......................................................................................................................................................... 198  \n4. Conclusion and Discussion........................................................................................................................................................... 201  \nReferences ............................................................................................................................................................................................ 202  \nContribution of this paper to the literature  \nThis study contributes to existing literature by finding out the views of academic staff working at universities on lifelong learning and adult education.  \n1. Introduction  \nToday, the social importance of adult education and lifelong le","cbCaioUCHDSR8eah","https://ap.wps.com/l/cbCaioUCHDSR8eah","pdf",306675,"English","# Introduction\n# Material and Method\n# Findings and Interpretation\n# Conclusion and Discussion\n# References","[{\"question\":\"What is the purpose of this study on lifelong learning and adult education?\",\"answer\":\"The study aims to determine university academic staff views on lifelong learning and adult education. It frames the analysis through Andragogy Approach principles relevant to adult learning characteristics.\"},{\"question\":\"How was the research conducted and who participated?\",\"answer\":\"The study used interviews as a qualitative technique. Interviews were conducted with a total of 20 academic staff who had received training within adult education and lifelong learning.\"},{\"question\":\"What were the main outcomes regarding why academic staff took these trainings?\",\"answer\":\"The study found academic staff generally received education on lifelong learning and adult education voluntarily. It concludes these trainings were pursued for professional and personal development, improving quality of life, gaining experience, advancing academically, and similar reasons.\"}]","Views of Academic Staff in Universities on Lifelong Learning and Adult Education | PDF",1792076342,23]