Lifelong learning is being promoted as a necessity for economic development, increasing the demand for postbaccalaureate education. The Internet expands universities' reach into this market. Institutions must determine the place and scope of lifelong learning within their mission. (SK)

Knowledge work today is entirely different, and knowledge professionals such as faculty must be allowed to engage in scholarship, teaching, and service cyclically, not simultaneously. Institutional mechanisms must support social integration of knowledge as they now support research and teaching. (SK)

Technology must be approached with deliberation and forethought to prevent a culture so dependent on technology that human creative and imaginative powers are neglected. Individuals must take responsibility for setting the boundaries for technology and cultivating awareness of its adverse effects. (SK)

Issues addressed at the University Continuing Education Association conference included the following: student services for distant learners, intellectual property and distance learning materials, the ethical challenges of technology, competition among higher education institutions, and corporate expectations. (SK)

Individual mastery of knowledge, skills, and abilities is no longer a sufficient guarantee of competent practice. Behavioral and cross-professional capabilities for effective teamwork should also be considered in the design, delivery, and evaluation of continuing professional education. (SK)

Compares U.S. and British approaches to transferable skills. Describes a Scottish project, Developing Employment-based Access to Learning, a work-based learning model that focuses on three types of skills: personal effectiveness and critical reflection; collection and organization of materials; and analysis, synthesis, and review. (SK)

Interviews with 10 faculty participating in a collaborative bachelors' degree program involving 5 nursing schools identified elements of the program's success: initial agreement, faculty control, initial curriculum focus, management of ambiguity, iterative process, objective facilitation, institutional autonomy, and assertive conflict management.…

Curriculum building is a creative exercise that considers learning needs and contexts, seeks integrative perspectives, and offers opportunities for professional interaction. A five-stage approach to curriculum building includes assessment/validation, mapping, deconstruction, reconstruction, and completion/negotiation/approval/implementation. (SK)

Responses from 60% of 1,280 graduates of an extended degree program (1977, 1980, and 1983) revealed the following effects of the program: 85% increased pay, 80% increased job responsibilities, 80% improved job satisfaction, 88% improved job skills, 81% experienced increased status or respect, and over one-third changed careers (especially the 1977…

The Teaching Goals Inventory was completed by 336 of 484 part-time faculty from a research university, public college, college serving working adults, and community college. Teaching goals varied by type of institution, discipline, gender, quantitative/qualitative nature of the course, and course level. Differences also appeared in comparison to…

Adults who did not enroll after beginning a community college admissions process (n=93) were compared with 198 who did. "Disengagers" cited cost, lack of financial aid, and uncertain goals as disincentives. Those who disengaged later in the process cited difficulty concentrating and the perception that the college did not care about their success.…

Notes that declining local resources and state and federal policies demand more intercommunity collaboration. Discusses how continuing education can help rural communities by promoting multicommunity collaborations, expanding the perspectives of community leaders, and presenting new models for local development. (SK)

Employers, individuals, government, and educational institutions must deal with the issues raised as economic change displaces more professionals. Article notes that continuing education should provide appropriate counseling and retraining, advocate portable certification and worker choice, and promote collaborations among education, industry, and…

Discusses how a fundamental disagreement between the values of distance education and traditional academics could be bridged by a mutual commitment to education driven by quality, access, integrity, responsiveness, and a central role for faculty. Notes adoption of distance education could be enhanced by integrating theories of organizational…

Data from 270 University of Maryland University College students, 1,452 stopouts, and 687 nonreturning students were used to examine differences in maturity and educational goals. Age was a significant variable in determining attendance and academic performance. Adults over 30 had higher grade point averages and considered stopping out normal. (SK)