ABSTRACT
Like many of the contributors to this book, I started my higher education career graduating from a traditional undergraduate degree, the ‘delivery’ of which I felt left considerable room for research, development and improvement. As a doctoral student, my postgraduate studies with Lewis Elton took me first into the realms of non-traditional university teaching methodologies (Boud et al. 1975), and then on into the study of non-traditional learners in higher education. The latter area has held a fascination for me for the past 30 years.
