ABSTRACT
Preparing for job changes and upskilling, and for successive shifts in careers, creates entirely different demands on learners, instructors, career counselors, employers, and all other stakeholders in building and sustaining adult capacity. Richards’ concluding chapter consolidates themes from all the chapters, assesses the current state of 60-Year Curriculum (60YC) implementations, and proposes dimensions for research. As we have seen, the 60YC, driven by the synergistic digital economy, extends the two- to eight-year university experience and other traditional forms of education and training to learning throughout a lifetime. The chapter identifies two dimensions for future research. First, students as consultants-entrepreneurs must accept responsibility for their own learning. They must learn to collaborate, to lead and follow, to be agile and resilient, and to learn how to continue learning. How are the transferable intrapersonal, interpersonal, and cognitive competencies that make this possible integrated into the instructional methods of the university? Second, the evolving relationship between the student and the university begins with first contact and extends through 60 years. How will universities adapt infrastructure and administrative processes to support this relationship?
