Critical Research Journal | Graham Wilson – Page 2 – Academically Oriented Photographer

Academics write books for several reasons, but at the core lies a need to advance and share knowledge. The process also fulfils personal, professional, and intellectual ambitions. Here’s a breakdown:

To Advance Scholarship: Books allow academics to explore topics in depth. They create space to present complex ideas, nuanced arguments, and data that wouldn’t fit in a journal article. Books contribute to the body of knowledge in a field, sparking further research and discussions. For instance, in psychology, books can bridge gaps between theory, practice, and emerging topics, helping the field evolve.
To Teach and Educate: Academics often write textbooks or guides to support student learning. These works distil core theories and knowledge, making it easier for students to grasp and apply complex concepts. For instance, textbooks on cognitive psychology break down intricate ideas into digestible parts, aiding teaching and learning.
To Reach Beyond Academia: Books aimed at a general audience allow academics to bring specialised knowledge to the wider public. Topics like mental health or environmental science are of broad interest, and academics can explain research findings in ways that non-specialists can understand and use in their lives.
For Professional Recognition and Development: Writing books establishes an academic’s expertise and can raise their profile in their field. Books can strengthen career prospects, open doors for speaking engagements, and increase their influence in professional circles. In some cases, it enhances promotion prospects within universities, as book authorship often counts as a significant scholarly contribution.
Personal Fulfilment and Intellectual Curiosity: Academics frequently choose topics that deeply interest them, making book-writing a fulfilling endeavour. The process of researching, structuring arguments, and crafting a narrative allows them to explore ideas they’re passionate about. Writing a book provides a creative outlet and an opportunity to shape how others view a subject.

Books are powerful tools for knowledge-sharing and academic influence. They serve both to educate and to leave a lasting mark on a discipline, while often helping academics to further their careers and satisfy personal goals.

The landscape of extra-mural higher education is experiencing significant challenges both in the UK and globally, leading to a perceived decline in its prominence and effectiveness. This decline can be attributed to several interrelated factors, including shifts in educational policy, economic pressures, and the impact of digital transformation.

One of the primary reasons for the decline of extra-mural higher education is the shift in policy focus towards more utilitarian educational outcomes. Tuckett highlights that post-2003, there has been a narrowing of public investment in adult education, which has increasingly prioritized qualifications that directly enhance labour market participation over broader educational goals (Tuckett, 2017). This trend reflects a broader global movement towards ‘commodification’ in education, where the emphasis is placed on measurable outcomes that serve immediate economic needs rather than fostering a well-rounded educational experience (Al-Haija & Mahamid, 2021). The neoliberal policies that have permeated higher education systems worldwide have led to a competitive, market-driven environment that often side-lines extra-mural programmes, which traditionally cater to diverse community needs and lifelong learning opportunities (Budd, 2017).

The COVID-19 pandemic has acted as a catalyst for rapid digital transformation in higher education, complicating the landscape for extra-mural studies. The abrupt transition to online learning exposed significant gaps in accessibility and engagement, particularly for adult learners who may not have the same level of digital literacy or resources as traditional students (Hamburg, 2021; Мосьпан, 2023). As a result, many institutions have struggled to maintain the quality and inclusivity of their extra-mural offerings, leading to a decline in participation rates (Morales et al., 2021). The pandemic has also accelerated the trend towards remote and flexible learning, which, while beneficial in some respects, has diminished the traditional face-to-face community engagement that extra-mural education often relies upon (Hamburg, 2021).

Finally, the transformation of higher education systems has been described as “glonacal,” indicating that educational activities are shaped by global, national, and local influences simultaneously (Mirgorodskaya, 2023). This complexity can lead to a dilution of local extra-mural programs as institutions increasingly align their offerings with global trends and market demands, potentially neglecting the unique needs of their local communities (Sabadash, 2023). The emphasis on internationalization and the pursuit of global rankings can overshadow the importance of community-focused education, further contributing to the decline of extra-mural initiatives (“Internationalization of higher education in Thailand: Promises and reality”, 2022).

Thus, the decline of extra-mural higher education in the UK and worldwide can be attributed to a combination of policy shifts towards utilitarian outcomes, the impacts of digital transformation accelerated by the COVID-19 pandemic, and the pressures of globalization that often prioritize international competitiveness over local engagement. These factors collectively challenge the sustainability and relevance of extra-mural education, and necessitate a re-evaluation of its role within the broader higher education landscape.

REFERENCES

Al-Haija, Y. A., & Mahamid, H. (2021). Trends in Higher Education Under Neoliberalism: Between Traditional Education and the Culture of Globalization. Educational Research and Reviews, 16(2), 16–26. https://doi.org/10.5897/err2020.4101

Budd, R. W. (2017). Higher Education – From Global Trends to Local Realities. 129–142. https://doi.org/10.4324/9781315563091-11

Hamburg, I. (2021). COVID-19 as a Catalyst for Digital Lifelong Learning and Reskilling. Advances in Research, 21–27. https://doi.org/10.9734/air/2021/v22i130282

Internationalization of Higher Education in Thailand: Promises and Reality. (2022). Kasetsart Journal of Social Sciences, 43(1). https://doi.org/10.34044/j.kjss.2022.43.1.25

Mirgorodskaya, E. (2023). Transformation of the Higher Education System: Current and Emerging Global Trends. E3s Web of Conferences, 431, 09013. https://doi.org/10.1051/e3sconf/202343109013

Morales, V. J. G., Garrido‐Moreno, A., & Rojas, R. M. (2021). The Transformation of Higher Education After the COVID Disruption: Emerging Challenges in an Online Learning Scenario. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.616059

Sabadash, D. (2023). Advantages and Disadvantages of Using Flipped Classroom to Facilitate Concept “Glocal” in Tertiary Education. https://doi.org/10.36074/logos-23.06.2023.52

Tuckett, A. (2017). The Rise and Fall of Life-Wide Learning for Adults in England. International Journal of Lifelong Education, 36(1–2), 230–249. https://doi.org/10.1080/02601370.2017.1274546

Мосьпан, Н. В. (2023). The 4 Cs Strategy for Disseminating Innovations in University Teaching: Classroom, Corridors, Campus, Community. Journal of University Teaching and Learning Practice, 20(1), 13–34. https://doi.org/10.53761/1.20.01.04