Describes how research training in Australia is shaped by the knowledge economy and emphasis on "fast" supervision that results in timely degree completion. This pressure limits development of subject-specific methods skills, general research skills, and employability skills. Reconfiguration of the research culture may be necessary. (SK)

Examines such trends as vocationalization, marketization, and the commodification of knowledge within the discourse of lifelong learning. Explores the concept of boundaries in education and lifelong learning and the implications for the role of adult educators. (Contains 58 references.) (SK)

Considers the implications of globalization for rethinking instruction. Suggests the use of location/dislocation in the sense of positioning as a metaphor and discusses its application to the theory of experiential learning. Contains 38 references. (SK)

Critically examines the general characteristics of a "discourse" of self-directed learning and considers consequences of assumptions made about adult learning and teaching. Presents and analyzes case studies of practice involving experiential teaching approaches with two groups of adult students. (JOW)

Adult education as a field of study cannot be located in disciplines without negating the goal of empowerment. Adult education as a field of study is best located in adult education as a critical practice. (SK)

Adult education researchers must become critical writers and readers of research texts. Reflexivity should be seen as a movement away from the purely personal to an awareness of the operation of language, discourse, and power in the assumptions and unconscious values of research. (SK)