Abstract
Earlier work on the enduring effects of education is reviewed and then data are presented from 22 autobiographical accounts written by graduates. Content analysis showed that most importance was attached to the learning of high-level intellectual skills and to attitudes and values of personal and professional significance. The implications of these findings for curricula and teaching methods in higher education are then discussed before considering the strengths and weaknesses of life history material as a research tool. It is concluded that written accounts combined with interviews offer a promising method for investigating the long-term impact of higher education.
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Powell, J.P. The residues of learning: Autobiographical accounts by graduates of the impact of higher education. High Educ 14, 127–147 (1985). https://doi.org/10.1007/BF00137480
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DOI: https://doi.org/10.1007/BF00137480