Revisits the Association for Continuing Higher Education's Code of Ethics adopted in 1997. Suggests future challenges to be considered in revision, including technology, distance learning, intellectual property, and accountability. (SK)

Provides a profile of corporate universities; discusses formation of strategic partnerships of business, industry, and universities; and describes two University of Tennessee partnerships: with Saturn Corporation and with Bechtel National. (SK)

Suggests that continuing educators can find motivation to write for publication by doing it simultaneously with program planning and implementation. Gives examples of parallel, alternating, and simultaneous development of programs and articles. (SK)

Studies show an average rate of 50% attrition in adult and continuing-education doctoral programs. Institutional and individual barriers may be the cause. Institutional strategies to reduce barriers and prepare students to be proactive and informed participants are needed. (SK)

Discusses strategies that can be used to ensure that continuing education remains a vital force in today's marketplace of continuous learning. Suggests that universities must introduce reforms to keep up with the changing marketplace. (Author/JOW)

A survey of 395 returning adult male students enrolled in undergraduate degree programs found their primary motivations to be career related; 85% felt able to balance roles; some had child care issues and most felt they had social and family support networks. Major concerns involved scheduling difficulties, financial aid, and juggling family and…

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)

A study of the attitudes of 29 graduate students enrolled in their first Web-based class indicated a high degree of student-to-teacher and student-to-student interaction and high levels of satisfaction. (JOW)

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…

The terms "quality,""productivity," and "accountability" imply an enterprise. Higher education contains three enterprises: faculty as customers of student work; students as customers of faculty; and business, community, and others as institutional customer. Each enterprise has rigorous standards regarding clarity of purpose, precision, evidence,…

Participants in an administrative leadership program identified continuing-education leadership competencies: core set of values and vision, effective communication, reflection and analysis, positive climate, facilitation and collaboration, problem solving and risk taking, and perseverance. Content for the leadership-training program was based on…

Study of an adult degree program used enrollment data 1986-96, course progression data 1990-95, and surveys of 140 enrolled and 250 not enrolled students. Three-fourths of those who graduated 1988-94 did so within three years; retention was most difficult in the self-directed and research phases; women's graduation rate was higher. (SK)

Self Directed Learning Readiness Scale and a wellness measure were completed by 185 graduate students. Creativity significantly correlated with wellness; intellectual wellness and spirituality/values correlated with self-directed learning. Self-directed learners appear to feel strongly about creative expression, and creative pursuits have the…

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)

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)