Offers guidelines for integrating technology-enhanced education into the curricula: (1) support faculty and administration in developing technology-enhanced education; (2) identify information technology skills that graduates will need; (3) assist in planning support systems; (4) work with stakeholders to develop realistic estimates of needed…

Describes paradigm shifts that have led to the macro change of technology-enhanced education. Assesses issues: (1) how continuing educators can assist institutions in adapting to this change; (2) whether efforts should be centralized or decentralized; and (3) what innovative leadership skills are needed. (SK)

Describes an eight-part long-range planning model: (1) creating a vision; (2) conducting a management audit; (3) establishing basic values; (4) writing a mission statement; (5) identifying assumptions; (6) adapting overarching goals; (7) setting specific measurable objectives; and (8) developing feedback and adaptive processes. (SK)

Describes sources of conflict in organizations and five effective management strategies: identify points of view, let parties articulate what they want, buy time, attempt negotiation, and ask parties to agree to arbitration. Provides a conflict management analysis sheet. (SK)

Five issues face continuing higher education: (1) accessibility, affordabiltiy, accountability, and technological literacy; (2) growth of distance education; (3) information technology paradigm shift; (4) new skills required of faculty; and (5) the role of continuing education in helping institutions adapt to the shift. (SK)

Issues are (1) increased organizational ambiguity; (2) continuing education as big business; (3) competition for scarce resources; (4) complex, global, and political problems; (5) competition for nontraditional students; (6) human resource development; (7) mainstreaming of continuing education programs; (8) organizational cultures in the…