Discusses initiatives in Appalachia and the Northwest region related to barriers to adult education in rural areas. Results of research confirmed that the public is not aware of rural problems and issues and that governmental support is lacking. (JOW)

Describes a study undertaken by the Action Agenda Project at Kansas State University designed to promote information sharing among rural professionals about programs that work. (JOW)

The authors attempt to show that pure types exist upon which to fashion continuing education unit structures. They argue for a purposefully integrated, mixed model to benefit the multiprofessional institution and express the need for a dialogue devoted to the further exploration of this context. (CH)

Explains the issue of qualifying university technical assistance providers. Addresses the differences among universities, businesses, and governmental organizations. Recommends specific practices directed toward the ultimate goal of improving university-based technical assistance and service. (CH)

The authors discuss the issue of continuing education's most important audience. They state that most participants are college graduates, professionals, or high-salaried individuals, whereas those who could benefit the most from continuing education rarely participate. (CH)

A study attempted to determine the extent of actual disagreement among adult educators over the definition of "professionalism" and to examine assumptions underlying the ideological debate. Data on adult educators' attitudes toward professionalism were gathered. Subjects strongly supported "more professionalism" for adult education, but rejected…

Reports on a study of the impact of modern communication technology on the distance education system evolving in British Columbia. Analyzes data concerning satellite-based, live interactive television programs broadcast by the Knowledge Network. Recommends a focus on methods of delivery and student characteristics. (CH)

Discusses the growing field of continuing professional education, including who the providers are and how they currently interact. Providers are (1) higher education, (2) professional associations, (3) employers, and (4) independent providers. Suggests research on outcomes of collaboration. (CH)

In place of the negative connotations of marginality in the relationship of continuing education and its parent institution are offered three new images: continuing education as learning network; intellectual front parlor, a place for dialogue and idea exchange; and missionary vision. (SK)

In a partnership model, all members of a higher education institution work together to anticipate and meet students' changing needs, favoring team goals and course improvement. The model should replace traditional mechanistic models emphasizing form over function and regulation over innovation. (SK)

Cooperative learning is a structured form of small group work based on interdependence, accountability, group processing, and social skills. In continuing education, cooperative learning can positively affect achievement, multiethnic relationships, self-esteem, retention, and attitudes. (SK)

Models through which higher education provides outreach include centralized, decentralized, and hybrid. The latter, academically integrated and administratively decentralized, meshes continuing education programs with the academic mission while maximizing cost effectiveness. (SK)

Although many doctoral candidates are adult learners, the dissertation process does not reflect such adult learning concepts as learning style differences, collaboration, empowerment, and reflection. The assumption that there is only one way to do doctoral work and only one type of student that can succeed in it should be challenged. (SK)

A profile of 452 older adults enrolled in Learning-in-Retirement institutes showed they had relatively high economic status and extensive educational background. They were motivated by self-actualization, perceived cognitive gaps, intellectual curiosity, and social contact. An intellectually stimulating curriculum is a pivotal factor in predicting…

Survey responses from 285 continuing education administrators identified positive and negative aspects of continuing education's marginality; positive factors were more frequently cited. Four distinct types of organizational behavior emerged: token, entrepreneurial, imitated parent, and assimilated. (SK)