Planning the imaginary: assessing the marketing of lifelong learning and its impact on institutional change. Paper presented at the 15th International Conference on Assessing Quality in Higher Education 14-16 July 2003, University of the Western Cape

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dc.contributor.authorKoetsier, Jos
dc.date.accessioned2015-07-28T09:24:50Z
dc.date.available2015-07-28T09:24:50Z
dc.date.issued2003
dc.descriptionThis paper highlights the early marketing campaigns (1999-2003) at UWC and presents an empirical analysis of 262 emails directed at the coordinator of the marketing campaignen_US
dc.description.abstractIn August 1999 UWC launched its first marketing campaign “It is Never too Late to learn” which mainly targeted Adult Mature learners with an interest for part-time studies. In those days many people perceived Lifelong Learning as being equivalent to part-time studies and part-time studies as being equivalent to after hours studies. From the ensuing campaigns since 1999 a lifelong learner emerged who was part-time as well as full-time, was a mature learner of an average age of 27 years for women and 23 years for men, who wanted good services and high quality programmes during all working hours of the university. The marketing campaigns solicited many queries from prospective and current students, queries that hint at the need for institutional change. The paper assesses areas of enquiry and contestation embedded in 262 email queries and shows how they point towards the need for institutional change.en_US
dc.description.sponsorshipUniversity of the Western Cape, Division for Lifelong Learningen_US
dc.identifier.urihttp://hdl.handle.net/10566/1550
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.rightsCopyright UWC. The paper may be freely used with acknowledgement of the source.
dc.status.ispeerreviewedFALSE
dc.subjectLifelong learningen_US
dc.subjectInstitutionalisationen_US
dc.subjectUniversity of the Western Capeen_US
dc.subjectAdult educationen_US
dc.titlePlanning the imaginary: assessing the marketing of lifelong learning and its impact on institutional change. Paper presented at the 15th International Conference on Assessing Quality in Higher Education 14-16 July 2003, University of the Western Capeen_US
dc.typeConference Paperen_US

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