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Chair Professor of Lifelong Learning ¡@ PhD in Adult Education (Florida State University) MA in Adult Education (University of British Columbia) BSc(Hons) First Class in Botany (Victoria University of Wellington) BSc with majors in Botany and Zoology (Victoria University of Wellington) ¡@
Office Address:
Room
01,2/F, Block D3
Teaching Areas Policy, research and development. Practitioner professional development. Ethical analysis and issues of policy and practice. ¡@
Research Interests Social philosophy and history of lifelong education and learning. Interpretivist approaches to research in lifelong, professional, vocational and higher education.
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Over 100 research publications, including the following: ¡@ Bagnall, R.G. (in press). The ethics of TVET policy and practice: Issues of access and quality. In R. Maclean & D.N. Wilson (Eds), International handbook of technical and vocational education and training. Dordrecht: Springer. ¡@ Bagnall, R.G. (2006). Lifelong learning and the limits of tolerance. International Journal of Lifelong Learning, 25(3): 257-269. ¡@ Bagnall, R.G. (2004/2005). The ethics of lifelong learning. International Journal of Learning, 11: 1453-1460. ¡@ Bagnall, R.G. (2004). Cautionary tales in the ethics of lifelong learning policy and management: A book of fables. Dordrecht: Kluwer Academic. (ix + 204 pp.) ¡@ Bagnall, R.G. (Ed.) (2003). Enhancing income generation through adult education: A comparative study. Brisbane: Australian Academic Press. (vi + 170 pp.) ¡@ Bagnall, R.G. (2001). Locating lifelong learning and education in contemporary currents of thought and culture. In D. Aspin, J. Chapman, M. Hatton & Y. Sawano (Eds), International handbook of lifelong learning (Part 1) (pp. 35-52). Dordrecht: Kluwer Academic. ¡@ Bagnall, R.G. (2001). A mission for adult education?. In K. Kunzel (Ed.), Internationales jahrbuch der erwachsenenbildung. Koln: Bolau Verlag, pp.121-141. ¡@ Bagnall, R.G. (2000). Lifelong learning and the limitations of economic determinism. International Journal of Lifelong education, 19(1): 20-35. ¡@ Bagnall, R.G. (1999). Discovering radical contingency: Building a postmodern agenda in adult education. New York: Peter Lang. (ix + 242pp.) ¡@ Bagnall, R.G. (1999). Ethical implications of contemporary trends in work and adult vocational learning. In M. Singh (Ed.), Adult learning and the future of work (pp. 69-85). Hamburg: UNESCO Institute for Education. Bagnall, R.G. (1998). Moral education in a postmodern world: Continuing professional education. Journal of Moral Education, 27(3): 313-331. ¡@ Bagnall, R.G. (1995). Issues and implications in the epistemology and ethics of adult education events: Selected critiques. Brisbane: Centre for Skill Formation Research and Development, Griffith University (1995): xiv + 169pp. ¡@ Bagnall, R.G. (1995). Discriminative justice and responsibility in postmodernist adult education. Adult Education Quarterly, 45(2): 79-94. ¡@ Bagnall, R.G. (1994). Pluralising continuing education and training in a postmodern world: Whither competence? Australian and New Zealand Journal of Vocational Education Research, 2(2): 18-39. ¡@ Bagnall, R.G. (1994). Responding to the postmodern: Continuing education programming in uncertainty. Canadian Journal of University Continuing Education, 20(1): 43-62. ¡@ Bagnall, R.G. (1993). Contentions in the professional development of adult educators: An antipodean perspective. In T.A. Simpson (Ed.), Teacher educators' annual handbook 1993 (pp. 231-245). Brisbane: Faculty of Education, Queensland University of Technology. ¡@ Bagnall, R.G. (1992). Performance indicators and outcomes as measures of educational quality: A cautionary critique. International Journal of Lifelong Education. (1994), 13(1): 19-32. Continuing education in the Australian university: A critique of contract-based curriculum development. Studies in Continuing Education, 14(1): 67-89. ¡@ Bagnall, R.G. (1991). Relativism, objectivity, liberal adult education and multiculturalism. Studies in the Education of Adults, 23(1): 61-84. ¡@ Bagnall, R.G. (1990). On the normative aspects of adult education taxonomies. Adult Education Quarterly, 40(4): 229-236. ¡@ Bagnall, R.G. (1990). Skills training for adult educators: Necessary but not sufficient. International Journal of University Adult Education, 29(1): 57-67. ¡@ Bagnall, R.G. (1990). Lifelong education: The institutionalisation of an illiberal and regressive ideology? Educational Philosophy and Theory, 22(1): 1-7. ¡@ Bagnall, R.G. (1989). To participate voluntarily in adult education. Studies in the Education of Adults, 21(1): 41-56. ¡@ Bagnall, R.G. (1989). Researching participation in adult education: A case of quantified distortion. International Journal of Lifelong Education, 8(3): 251-260. ¡@ Bagnall, R.G. (1989). Educational distance from the perspective of self-direction: An analysis. Open Learning, 4(1): 21-26. ¡@ Bagnall, R.G. (1988). Comprehensive surveys of adult education: A recipe for ossifying provision? Studies in Continuing Education, 10(1): 59-68. ¡@ Bagnall, R.G. (1987). Adult education as manipulation: Three bases of authoritative injustice. New Zealand Journal of Adult Learning, 19: 51-58. ¡@ Bagnall, R.G. (1987). Enhancing self-direction in adult education: A possible trap for enthusiasts. Discourse, 8(1): 90-100. ¡@ Bagnall, R.G. (1987). An examination of ¡¥content¡¦ in adult education events. Australian Journal of Adult Education, 27(1): 13-16 & 24. ¡@ Bagnall, R.G. (1983). An analysis of Verner¡¦s classification of educational processes. Part 2: Methods. Studies in Continuing Education, 9: 106-119.
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