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ERIC Number: ED217770
Record Type: RIE
Publication Date: 1982-Mar
Pages: 23
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Institutionalizing Continuing Professional Education (CPE): Toward a Definition of the University Situation.
Toombs, William; Lindsay, Carl A.
Issues related to the institutionalization of continuing professional education (CPE) within the university are considered. The components of marginality, the possible obstacles and incentives to institutionalization, and some of the support necessities are addressed, along with insights gained by a Pennsylvania State University effort to link the professions and the university. It is suggested that while CPE may have distinct characteristics, it now shares a marginal position in the university with several other kinds of activity (e.g., continuing education, evening colleges, adult education). The marginal activities are separate from but not inferior to core activities. The academic departments, and the practicing sectors of an established profession as well, have the attributes of a culture: a set of beliefs, values, and accepted norms. Role characteristics for individual professors and organizational referents that apply to departments, divisions, or colleges are addressed. Based on the Pennsylvania State University experience, it is suggested that new sources of challenge for research and analysis are found at the point of practice and in the issues that face practitioners. The application of academic expertise to issues arising in practice can be a new use of expert theoretical knowledge. In addition, the learning skills that faculty develop as scholars can be useful in non-classroom settings when applied to professional practice. Problem areas generated by continuous liaison or involvement with practitioners include role ambiguity for faculty and the fact that criteria for advancement in the academic community are often interpreted narrowly. (SW)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Pennsylvania State University
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 1982).