Results of interviews with 14 full professors in Canada were expressed in 6 themes: scholarly commitment, freedom and space, recognition and respect, self-regulation, power politics, and generativity. These senior academics were committed to service, adopted the scholarly role early, have both intrinsic and extrinsic motivations, acknowledge and…

A Canadian university surveyed 300 mature students (33% responded) and interviewed 12. Responses indicated that 62% changed their academic program. Institutional influences on academic decision making were more significant than personal influences, with no differences between full- and part-time students. Students wanted preliminary information…

Canadian continuing education deans (20 of 53 surveyed) ranked their units' contributions in four categories. Highest rated were monetary (those generating substantial funds), programmatic/teaching (those supporting the core mission), scholarly/research (those supporting the research mission), and strategic (public relations and new initiatives).…

From a literature review, the following principles for facilitating adult learning in continuing education were derived: (1) promote positive relationships; (2) gain learners' attention; (3) ensure that content is relevant; (4) provide support and challenge; and (5) ensure learner satisfaction. (Contains 55 references.) (SK)

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)

Interviews with 23 disadvantaged and aboriginal postsecondary students in Canada addressed academic motivation; study barriers and supports; knowledge, skills, and abilities; career goals; and definitions of success. Most had a high need for achievement, encountered situational barriers, were goal oriented, and believed postsecondary education…

A study of 15 graduate students in distance education applied a transition model charting changes in their coping responses throughout the program and assessed their perceptions of institutional support. Coping moved slowly from stress management to problem solving. Ability to cope was related to perceptions that the institution acknowledged their…

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…

The Saskatchewan Heart Health Program's approach to assessment of the learning needs of health promotion contacts included developing of survey instruments based on think-tank discussions and profiling of the target audience. The approach blended formal and informal, qualitative and quantitative methods and included collaboration with learners.…

Responses of students in an adult development course who wrote five chapters of their life stories suggest that autobiographical writing leads adults through a process of self-exploration and meaning making. The result is a transformed view of themselves and their world. (SK)

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…

Design of an online learning community for battered women was based on critical feminist pedagogy and intended to help women use technology in active, safe, and empowering ways. Design challenges involved reflecting women's learning needs and objectives and avoiding perpetuation of inequities. (Contains 48 references.) (SK)

Continuing education instructors (n=65) developed and analyzed metaphors for their self-image as practitioners. Metaphor themes included adventure guides, outfitters, firestarters, and caregivers. Metaphor making stimulated critical reflection, provided self-validation, and helped them understand other educators. (Contains 35 references.) (SK)

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)