Current Doctoral Research
“The evaluation of the adult self-directed learning opportunities afforded by heritage institutions”
The research questions to be addressed are:
- What support is available for the self-directed adult learner in heritage institutions?
- Can an evaluative framework designed for Higher Education be used effectively in the context of heritage institutions?
- How effective are the existing conceptual models of learning taxonomies in designing and evaluating the opportunities for learning in heritage institutions?
Conceptual questions also to be explored include:
- How important are concepts such a ‘social capital’ or ‘cultural-enablement’ in supporting the policy and practice of educational opportunities afforded by heritage institutions for adult learners?
- How is the contemporary heritage institutions changing, in response to emerging digitally enabled andragogical and heutagogical opportunities?
 Andragogy defines a process of learning and teaching where the attention is focussed on the individual learner, rather than the pedagogical approach that focuses on the teacher.
 Heutagogy is the study of self-determined learning. Whilst andragogy is concerned with effective ‘learner-focussed’ learning, heutagogy also requires that educational opportunities enhance the learners’ ability to learn and enable self-directed and self-conscious learning.