This article provides questionnaire items and a theoretical model of factors predictive of customer loyalty for use by administrators to determine ways to increase repeat purchasing in their continuing education programs. Prior studies in the literature are discussed followed by results of applying the model at one institution and a discussion of…

The integration of formal and informal learning is increasing transparently in our daily lives. Leaders of higher and continuing education will benefit from better understanding why and how to formatively research and design effective popular informal learning such as educational podcasting. Using media that has a wide general public user base and…

Outlines problems in continuing higher education, suggesting that it lacks (1) a standard name; (2) a unified voice on national issues; (3) a standard set of roles and functions; (4) a standard title for the chief administrative officer; (5) an accreditation body and process; and (6) resolution of the centralization/decentralization issue. (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)

Of 170 college administrators responding to a survey, 73 were classified as intentional (planned and prepared for administrative careers) and 56 as unintentional (self-identified primarily as academic). Intentionality affected their approach to the job, networking, and professional development. It also appeared to relate to learning style…

A study surveyed 14 administrators to determine the amount of time continuing education administrators in private higher education devote to various administrative tasks and to learn if the tasks that require the most time have the highest priority. Findings show a lack of emphasis on tasks associated with staffing, staff development, and…

This framework for continuing education administrators' contract negotiations provides recommendations for dealing with 18 issues: rank and tenure, sabbaticals, moving expenses, housing, professional memberships, travel, consulting, tuition waivers, automobiles, salary, fringe benefits, existing program debt, budget, faculty senate, personnel,…

A job description for continuing education practitioners includes 11 domains and the job responsibilities for each: client management, external marketing, internal marketing, strategic planning, administration, program development, technology management, adult learning, personal development, career management, and community and professional…

Focuses on the implications of new fiscal strategies for continuing higher education and describes both the nature of the opportunities that appear inherent in the new approaches and the attendant risks. Elaborates on basic principles that might be useful to continuing education units whose institutions have adopted new approaches to fiscal…

Provides continuing higher education administrators responsible for new program development with an introductory model for conducting feasibility studies. (JOW)

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…

Outlines a seven-step approach to ethical decision making, identifies sources of ethical obligations, and analyzes a case study of ethical dilemmas in continuing higher education. (SK)

Reviews distance education organization, financing, programming, and staff development at Pennsylvania State University. Describes academic and business partnerships that were formed and international initiatives. (SK)

The fragmented field of continuing education may lack leaders because of the lack of a single model of practice. Preserving the diversity of the field may require spokespersons rather than leaders. Career success in continuing higher education may depend on commitment to continuing education itself, to administrative advancement, or to a vision of…