Writing recently in this journal, two of Canada's veteran adult educators contemplated the "death" of the Canadian adult education movement. I disagree and argue that adult education in Canada is as vital an activity as ever and one that still fully justifies being called a movement. Specifically, Selman and Selman (2009) list five trends that…

This article is a response to Scott McLean's (2007) CJUCE Forum article "About Us," which set out the claims that university continuing education (UCE) units make about themselves on their websites. Using the activities of the Legal Studies Program of the Faculty of Extension at the University of Alberta as a reference point, this article suggests…

In the Fall 2007 issue of CJUCE, Scott McLean reviewed and analyzed the public claims made by university continuing education (UCE) units about the purpose of their work. He hoped that his survey would promote informed reflection and dialogue about these purposes and generate debate about the future direction of UCE in Canada. This article takes…

The themes of adult learning, cross-cultural learning, and transformative learning are common to many continuing educators working at universities across Canada. In this essay, I narrate my experiences as a mature, adult learner returning to university. Following a literature review and discussion of methodology, I begin this autobiographical…

A distinct lack of clarity regarding the identity of university-based continuing education seems commonplace. Continuing educators have tended to focus on the institutional structure of continuing education, linking its identity to its degree of centralization, size of budget, and whether it houses its own faculty members. This paper suggests…

Autobiography has generally been recognized for its literary and artistic aspects, and as a result has been largely overlooked as an instructional method in adult and continuing education. This paper argues for a wider use of autobiography in adult and continuing education programs, proposing that autobiography actually encompasses not only the…

Outlines characteristics of transformational leadership: clear vision, strategic goals, decisiveness, willingness to listen, and commitment to change. Uses the Extension unit of the University of Alberta to illustrate a model of continuing studies and issues faced by deans. (Contains 14 references.) (SK)

Analyzes the Organisation for Economic Cooperation and Development's Jobs Study, which advocated a two-tier economy: high-skill jobs and low-skill, low-wage jobs to absorb the unemployed. Shows how Canada has adopted some of these strategies under the guise of structural adjustment. Advocates a social policy role for adult educators. (Contains 35…

Thompson and Lamble describe the evolution, role, and characteristics of university extension, identifying uncertainty and confusion about the field. They compare community and instructional orientations and synthesize concepts of extension and public service. Lauzon's response suggests the need to account for the changing context of university…

Presents a critical appraisal model that is proactive, research based, and learner oriented. Discusses process, content, political, and contextual issues. Uses a case study of a continuing education master's program to illustrate the model in practice. (Contains 26 references.) (SK)

This rejoinder to the response to an article on the role of university extension takes issue with Lauzon's criticism of the public service mission of extension and the growing pressure for cost recovery justification of extension units. (SK)

Economic globalization is having ill effects on employment, wages, and job quality. Training is not a panacea for these problems, and adult educators should not allow themselves to be manipulated by the rhetoric. They should inform themselves, stimulate public debate, and propose alternatives. (SK)

Examines economic trends of digitization, downsizing, globalization, and privatization and their relationship to virtual education. Urges educators to consider social and cultural values and the contrast between the social-bonding model of communication underlying the public culture of education and the transmission model underlying the culture of…

Describes an organizational learning course based on transformative learning theory that illustrates approaches to developing constructive learning environments, enhancing team learning, examining mental models, supporting systems thinking, and achieving personal mastery. (SK)

Suggests that, in order to respond to change, adult educators should cultivate a broader perspective through vision-logic, a stage of consciousness beyond the rational that is more encompassing, coherent, and integrative. (SK)