Suggested principles for designing accelerated degree programs for adults are provided the following components of a model of adult learning: prior experience/personal biographies psychosocial and value orientation, the connecting classroom (relating life experiences and academic learning), adult cognition, the life-world environment, and college…

Registered nurses (n=344) rated the following as most influential on practice change after continuing education: potential benefit to patients, nature of the proposed change, and relevance to practice problems. A multivariate model of practice change was validated. (Contains 49 references.) (SK)

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)

The study gathered information concerning motives of postbaccalaureate adults for engaging in continuing professional education. Results indicate that for the majority (about 75 percent), career or job-related factors influence motives for returning to school, although impact varies according to gender or age. (CH)

The Adult Life Roles Instrument, completed by 449 adults, used an ordinal scale to assess six hierarchical life role phases: relationships with self, work, friends, community, partner, and family. Respondents perceived significant developmental diversity across different roles, with few gender variations, lending support to a multifaceted approach…