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ERIC Number: ED203815
Record Type: RIE
Publication Date: 1981-Mar
Reference Count: 0
The Role of Traditional Faculty in Continuing Education. ASHE Annual Meeting 1981 Paper.
Dillon, Kristine E.
Deans and directors of continuing education programs were surveyed to determine continuing education enrollments, staffing, and program emphases. The study objective was to assess the extent to which continuing education programs may provide new sources of professional challenge for traditional faculty. In 1979, 125 deans and program directors were surveyed regarding projections for 10 years (1977-78 through 1987-88) concerning: composition of instructional staff, number and major types of program offerings, total enrollment, and level of centralization of continuing education administration. For institutions of varying enrollment sizes, respondents anticipated some increases in their undergraduate and graduate degree offerings and a slight decrease in their noncredit, general interest offering over the 10-year period. Deans expected their headcount enrollments to increase an average of 35 percent over the 10-year period, and projected a 20 percent increase in the number of courses offered by continuing education. Few deans projected substantial differences in their institutions' approaches to the instructional staffing of educational programs to adult students. While they expect more of these students to enroll, they do not expect to use very many more of the regular faculty to instruct them. Respondents also indicated the extent to which they commission use of text and manuals, audiovisual materials, television courses, and computer assisted instruction. Attitudes regarding instructional development programs, policies regarding traditional faculty, and hiring policies were also assessed. Implications of the findings for new policy directions are briefly considered. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Carnegie Corp. of New York, NY.
Authoring Institution: N/A
Identifiers: ASHE Annual Meeting
Note: Paper presented at the Annual Meeting of the Association for the Study of Higher Education (Washington, DC, March 3-4, 1981).