In a time of restricted resources in universities and research institutions, the issue of career mobility for tenured researchers is reopened. Scientific, institutional, and geographic mobility are necessities. (MSE)

Ontario universities acted responsibly since 1973-74 in providing for faculty career progress and addition of new faculty members within budgetary constraints. Entry into the profession has slowed, and a faculty age maldistribution will persist for the forseeable future. Early retirement, faculty transfers, and retraining will be used minimally.…

Specific problems in training college administrators are discussed, including the Laval University program for training administrators who take a major part in institutional policy formation and resource and personnel management (presidents, vice presidents, deans, deans of faculty, department heads, and directors of university centers). (MSE)

Dutch university faculty and administrator participation in a complex organizational and management development system is described, and the use of management courses for administrator training is discussed with reference to three possible training program models. (MSE)

The University of Salford's financial crisis of 1981-84 and the personnel policies and decisions made at that time are discussed, including spending and nonacademic reductions, construction of an academic plan, retirement and severance options, part-time appointments, temporary and self-financing appointments, and temporary promotions. (MSE)

The Netherlands' use of an ad hoc interinstitutional committee of university board members during a period of retrenchment is described which resulted in a plan to close a number of university departments and to terminate many small and not very successful research programs. (MSE)

Adult students are forced to choose between traditional courses and independent studies and the assessment of learning. An alternative is discussed--educational workshops that focus on the theories in a field and the relationships between those theories and practical experience. (Author/MLW)

An experiential educational model at the University of Lethbridge is described that allows for both employment and volunteer experiences, involves the awarding of academic credits and places the onus on the student to document the relationship between field experience and academic program. (Author/MLW)

A curriculum model for public administration and urban affairs educators was developed. The relationship between hypothetically formulated competencies, skills, and abilities of urban managers and agency needs as perceived by administrators, agency heads, and experts in the field is explored. (MLW)

Randomly selected undergraduates at the University of Texas at Dallas were interviewed concerning their perceptions of their classroom experiences. Results showed that neither age nor sex could be used to predict student satisfaction with their academic experience and instruction. (Author/MLW)

A control group of students enrolled in a traditional program at Sinclair Community College was compared with an experimental group of College Without Walls (CWW) students. CWW students expressed significantly greater satisfaction with the accomplishment of numerous institutional goals than did their traditional student counterparts. (Author/MLW)

Three major stages are outlined for conducting evaluations of nontraditional programs: the preoperational stage, the implementation stage, and the post-operational stage. Utilization of the model in evaluating the Master of Liberal Studies Program at the University of Maine is described. (Author/MLW)

Three approaches to technology transfer are described: passive, stimulative, and active. A condition for successful technology transfer to small- and medium-sized industry is the availability of "receivers" in the industries. Stimulating young engineers to start their own small company can affect technology transfer positively. (MSE)

Rational college planning approaches presuppose certain organizational characteristics such as a predictable environment, stable programs, and some consensus on priorities. Institutions with these characteristics will use rational planning models more easily. The experiences of two different universities using a common, rational model are…

Issues discussed include origins, trends, and long-term effects of faculty aging. Measures of new faculty are discussed, as are policy constraints. Institutional policies with inherently self-regulating incentives are recommended as a partial solution. (MSE)