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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/3673
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dc.contributor.authorField, Johnen_UK
dc.date.accessioned2018-02-02T00:24:12Z-
dc.date.available2018-02-02T00:24:12Zen_UK
dc.date.issued2011-11en_UK
dc.identifier.urihttp://hdl.handle.net/1893/3673-
dc.description.abstractRecent years have witnessed considerable growth in research into the benefits of learning. Much of this has drawn on large scale longitudinal survey data, finding clear if small benefits to individuals from participating in learning. The paper identifies and explores some limitations in this work, and examines the possibility that there may also be negative outcomes for some people, but concludes that overall this body of work marks a landmark in the study of adult learning.en_UK
dc.language.isoenen_UK
dc.publisherTaylor & Francis (Routledge)en_UK
dc.relationField J (2011) Researching the benefits of learning: the persuasive power of longitudinal studies. London Review of Education, 9 (3), pp. 283-292. https://doi.org/10.1080/14748460.2011.616320en_UK
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
dc.subjectLifelong learningen_UK
dc.subjectLongitudinal researchen_UK
dc.subjectbenefits of learningen_UK
dc.subjectsocial capitalen_UK
dc.subjecthuman capitalen_UK
dc.titleResearching the benefits of learning: the persuasive power of longitudinal studiesen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31en_UK
dc.rights.embargoreason[Londonreviewofed.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.identifier.doi10.1080/14748460.2011.616320en_UK
dc.citation.jtitleLondon Review of Educationen_UK
dc.citation.issn1474-8479en_UK
dc.citation.issn1474-8460en_UK
dc.citation.volume9en_UK
dc.citation.issue3en_UK
dc.citation.spage283en_UK
dc.citation.epage292en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.author.emailjohn.field@stir.ac.uken_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.isiWOS:000213713400002en_UK
dc.identifier.scopusid2-s2.0-84859258249en_UK
dc.identifier.wtid825752en_UK
dcterms.dateAccepted2011-11-30en_UK
dc.date.filedepositdate2012-02-29en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorField, John|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2999-12-31en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filenameLondonreviewofed.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1474-8460en_UK
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