Current understandings of a knowledge economy have been emerging from two defining forces: the rise in quality and intensity of knowledge as a key commodity for economic development and the increasing globalization through information technology of both knowledge exchange and economic activities. The future of adult higher education is focused on…

Many continuing adult and professional education programs have heeded the call of what Packer and Greco-Brooks (1998) refer to as the "ontological work of school," or helping "change the kinds of person their students become" (p. 134). This new "ontological" work attempts to incorporate critical pedagogy to stimulate critical self-reflection and…

Continuing educators must consider the impact of technology on group processes, including ways in which it affects group pressures, communication patterns, and social and emotional components of learning. Administrators and faculty should integrate group process frameworks with educational technologies in order to provide effective learning…

Reviews issues associated with continuing professional education in the areas of professionalization, preservice education, workplace learning, and acquisition of professional expertise. Addresses the goals of continuing education, evaluation processes, credentials, accountability, and quality control. Recommends a long-term, integrated…

Analyzes features of impact evaluation models by Kirkpatrick, Grotelueschen, Cervero, Robinson and Robinson, and Jackson. Incorporates features into the Behaviorally Based Impact Evaluation Model, designed for evaluating continuing professional education outcomes in corporate settings. Contains 23 references. (SK)

Defines diversity as a conglomerate of people representing a variety of cultures. Offers strategies to increase participation of diverse people and infuse multiculturalism into continuing education programs. (SK)

The use of listservs in continuing professional education provides a method that supports learning. In addition to the advantages of the democracy of the Internet, international programs provide vehicles for stimulation of new ideas and global concerns. (JOW)

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)

Despite problems of isolation and lack of resources, studies show rural physicians are uncomfortable with distance education technologies for continuing education. A Penn State pilot project is testing use of desktop conferencing equipment in doctors' offices to deliver continuing education via the World Wide Web. (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)

Examines the source and identifying characteristics of continuing professional education. Finds that continuing education and continuing professional education are separate and distinct organisms, having different missions and different operational premises. While institutions of higher education may effectively offer both types, the distinctions…

A hybrid of professional continuing education and Carl Rogers's humanistic philosophy supporting freedom in learning is proposed, and the five principles of the philosophy are examined for their potential for transfer to professional education. (MSE)

Argues that general education, as opposed to liberal education, should be included in professional continuing education programs. (CH)

Synthesis of 2 studies--1 of 429 accountant participants in continuing education (CE) and 1 of CE accounting courses taught by practitioners and academics--found that (1) academicians were rated slightly higher than practitioners and (2) assessments of learning indicate proficiency rather than competence in practice. (SK)

A survey of 188 participants in a conference for college faculty interested in women's studies received 46 replies indicating that (1) appropriate learning did occur and (2) 34 percent took action steps as a result of the conference, in terms of curriculum integration, teaching strategies, networking, or empowerment. (SK)