University Extension and Public Service in the Age of Economic Globalization: A Response to Thompson and Lamble

Abstract

The Journal invited Allan Lauzon to comment on the preceding article by Gordon Thompson and Wayne Lamble. In his response Lauzon examines the larger shifts in Canadian society, making the case that this represents a fundamental shift in dominant values; examines how this value shift is impacting upon the university; examines the implications of value changes in the university for university extension units; and examines and comments on some of the ideas put forth by Thompson and Lamble. The Journal will provide an opportunity for Thompson and Lamble to respond to Lauzon's comments in the next issue of theJournal (fall 2000).

Manpower Development in the Context of Linear & Non-Linear Dynamic Environment in Arab Countries

“…In the same connection, it is stated that the more the duplications of training programs objectives in a training plan the more it is inclined towards linear dynamics paradigms (Lauzon, 2013).…”

“…3. Number of suggested job behavioral modification alternatives included in a single training program (Archer et.al., 1999;Lauzon, 2013): it is proposed that the larger the number of job behavioral modification alternatives offered to trainees in a single training program the greater the responsiveness of the training plan to the nonlinear changes of environmental variables dynamism. 4.…”

“…1999;Lauzon 2013) it is found, through reviewing contents of training programs of the three plans and through interviewing number of concerned trainers that numbers of job behavioral modification alternatives are usually limited to one or two in any single training program in each of the three plans. This indicates an overwhelming inclination towards linear dynamics paradigms.…”

“…Based on these findings, it is recommended that the six indicators, deducted from related literature (Archer et.al., 1999;Corvero, 2001Corvero, , 1990Cranton, 2003;Carrison, 197;Lauzon, 2013;Baumgartner, 2001;Harden & Laidlaw, 1992) could be of contain benefit for re-designing universities training plans and programs in the presents globalization age. It is recommended too that additional training plans in other Arab countries could be included in following research projects for the same purpose.…”

The changing nature of graduate education: implications for students in the second half of life

“…The changing discourse in lifelong learning, the university and graduate education While the concept of lifelong learning and education was originally articulated as a humanistic concept that embraced the diversity of learning that was possible within the context of a human life, under the auspices of economic globaliza-CHANGING NATURE OF GRADUATE EDUCATION 289 tion and neoliberalism it has been reduced to human capital formation to serve market needs (Lauzon 2000); learning for earning and lifelong training capture the dominant discourse with regard to lifelong learning and education (Jarvis 1999, Zepke 2009). And, as maintained by the editors of the International Journal of Lifelong Education (2004: 316), 'government policy is restricting the aims of lifelong learning to employability': in other words human capital formation in service to market needs.…”