Academics who are in mid-to late-stages of their career are often overlooked as participants when leaders of higher education are planning continuing learning opportunities. The reasons are varied but typically originate from a lack of understanding about this long and important phase in an academic's career. Prior research has reported that a crisis can happen at this career apex, illustrating a need for continuing learning. Many academics who move into midcareer encounter issues such as plateauing (e.g., no longer finding new research results), career disappointments (e.g., no longer able to attain research funding), and changing perspectives about their priorities (e.g., publication outputs are no longer a priority). The purpose of this study was to extend our understanding of the value of continuing learning for mid-to late-career faculty. We conducted a study on the perceived value and impact of continuing learning for mid-to late-career academics. Our findings indicate that when development centres are planning activities for mid-to late-career faculty, it will have the greatest value when (a) based on careerstage appropriate needs (e.g., high priority areas identified); and (b) activities are directed to mid-to late-career academics. While prior research has shown that interaction and collaboration are important for mid-to late-career academics, findings from this study indicate technical and practical knowledge are a higher priority.

From 2006 to 2009, Indigenous Elders and scholars shared their insights in the Comprehending and Nourishing the Learning Spirit Animation Theme Bundle of the Aboriginal Learning Knowledge Centre (ABLKC). The ABLKC was an applied research, knowledge exchange, and monitoring program with a mandate to advance Aboriginal education in Canada. One of the six bundles, Nourishing the Learning Spirit, was led by Mi’kmaw education scholar and Academic Director of the Aboriginal Education Research Centre at the University of Saskatchewan, Dr. Marie Battiste. In this paper, the authors discuss how they applied knowledge gained in the Nourishing the Learning Spirit Animation Theme Bundle to their post-secondary classroom practice. The authors argue that teachers are better able to nourish the learning spirit of students when they understand themselves as lifelong learners, validate and learn from their students, and use holistic teaching pedagogies.

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