Changes that have taken place in British higher education are discussed, with focus on developments in the polytechnics, in teacher training, and in the emergence of new institutions of higher education. The emergence of the service tradition is traced and a new education theory for academic development is outlined. (Author/JMD)

The authors state that expanding institutional missions to encompass continuing education increases and complicates legal liability and exposure to risk. They explain areas of liability and preventive measures that can be taken. (CH)

The authors discuss methods to promote transfer of training from an inservice training program to the workplace. Factors discussed are in the realms of (1) the organization, (2) the individual, and (3) training program design. (CH)

Discusses factors affecting higher education that will allow continuing education to assume a more central role: (1) aging of the student body, (2) changes in the work force, and (3) advocacy of economic development. Details the new role and provides guidelines for assessing program readiness to fulfill it. (CH)

Discusses the political issues involved in institutionalizing continuing education. Addresses (1) the political nature of institutions, (2) how continuing education fits into the campus environment, (3) political role of the dean of continuing education, (4) assessing the politics of continuing higher education, and (5) coping strategies. (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)

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)

A continuing education manager used the literature-based concept of self-managed work teams to reorganize the department, resulting in better productivity, financial solvency, and better customer focus and responsiveness. However, not all managers wanted to share power, and not all employees wanted to be empowered. (SK)