A study of 13 returning undergraduates over 26 showed that their definition of college success used primarily external standards, but internal criteria defined successful learning. Factors supporting/hindering success included life experience, maturity, motivation, self-monitoring, reinforcement, and the nature and quality of classroom…

Survey results from 302 of 400 Army engineers found that age, career stage, rank, years as an engineer, and educational preparation did not influence participation in civilian continuing education. The strong organizational culture of the Army tended to mandate continuing education and homogenize motivation. (SK)

Letters from 176 continuing education students or groups of students nominating teachers for excellence in teaching awards were analyzed to determine how adult students describe instructors they consider to be exemplary and how selected factors surrounding instruction related to identification of excellent instructors. Findings are also used to…

The author provides the theoretical context and setting of a study of how adult students characterize instructional excellence and how certain programmatic factors relate to the identification of excellent instructors. The study also examines the role of instructional award programs in continuing higher education. (CH)

Six middle management continuing educators observed for three working days spent time as follows: 12 percent phone calls, 22 percent desk work, 31 percent scheduled meetings, 17 percent unscheduled meetings, 3 percent observing subordinates, and 7 percent travel. The workday was characterized by "hot action"--decision making in short bursts of…