Lifelong Learning : A study of long-term value for Innovation Engineers

It is often so that all education is taken in one single cohesive period of time (Cervero 2001). The authors argue that this is strange since we should continue to learn throughout the entire life. That is the basic idea of Lifelong Learning. What has therefore been evaluated in this report is whether educating one that way is really a good way. A deductive approach has been used to investigate the earlier studies within this field. In the literature four basic parts of the area have been found, and this study relates to these parts within Lifelong Learning. The parts found and used throughout the report are: Lifelong Learning concept, Content, Format and Pedagogical form. The purpose of this study is to get a better understanding of the contribution from different forms of educational acquisitions and their effect on personal and organizational success in a Lifelong perspective. The empirical data was gathered by help from a survey that was sent to 849 Innovation Engineers from the University in Halmstad. What was found out was that a single cohesive period of scholarly education is not necessary wrong as long as it gives a sustained base for continuing learning. Further developed conclusions are given as well as potentialimplications for working practice and higher education. The result of this study can only be assured for Innovation Engineers but should be seen as an exploratory study in a moregeneral perspective