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)

Data from student evaluations of a master's degree program (n=139, 45 percent response) are used to demonstrate four techniques: factor, correlational, discriminant, and multiple regression analysis. Their usefulness in identifying causal factors related to program quality is discussed. (SK)

Using the Integrated Practice Perspective model and data from 85 continuing education administrators, working roles in geographically decentralized organizations were examined. The resulting role composite for continuing educators differs from that in the literature. Contingency variables influence role importance and frequency of performance. (SK)

Triangulation of 3 sets of data (176 student nominations of faculty for excellence; interviews with 68 adult graduate students and surveys of 181 adult undergraduates about outstanding teachers) showed that adults considered some teacher-centered and some student-centered attributes as effective. Undergraduate or graduate status was very important…