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)

Interviews with four adults over 65 in Learning in Retirement Institutes explored life events, their experience of retirement, and the impact of institute participation. Recurring themes were personal growth, self-esteem, contribution to society, and empowerment. (Contains 22 references.) (SK)

Develops a framework listing ways to create learner connections that includes (1) formative processes initiated by the institute or the learner; (2) aspects of connected learning (curriculum, program design, interpersonal and individual elements); and (3) outcomes (learning, growth and development, institutional). (Contains 54 references.) (SK)

Outlines factors to consider in assessing and evaluating continuing education programs and elaborates on seven questions to guide the process: purpose, audience, who should evaluate, what to evaluate, evaluation criteria, methods, and reporting of results. (Contains 15 references.) (SK)

A model leadership program should enhance leadership competencies, emphasize feedback, develop conceptual knowledge, and foster personal growth. A constructivist approach helps learners recognize, relate, assimilate, and apply concepts and principles. (Contains 20 references.) (SK)

The proliferation of uses of "certificate" in education and business is rendering the term meaningless. Higher education institutions should seek consensus on the types and categories in order to maintain clarity. A delineation between nonbaccalaureate and postbaccalaureate and between credit and noncredit is a starting point. (Contains 11…

Composite state-level data from four national sets were used to compare 1991 and 1997 higher education participation of adults over 24. Variations in state structural factors significantly affected participation variance. Factors at one point in time substantially affected future participation. State policymakers had an influence on access and…

A participant-observer study included initial and 10-month follow-up surveys of 19 adult learners before and after the September 11th terrorist attacks; 18 described their experiences as perspective transformation. Grief stages were observed; the reorganization stage was most evident. Combining the models of transformative learning and grief…

Of 247 graduates of a management and organizational development program, 188 identified themselves as leaders; 155 responded to a survey of learning outcomes. Only 3 of 27 outcomes were frequently applied in their work (communication skills, flexibility to adapt to change, and adjustment to organizational culture). (Contains 63 references.) (SK)

An overview of distance teaching in Hungary and other East/Central European countries identified barriers: lack of tuition reimbursement, institutional mergers, limited Internet access, teacher-directed instruction, English proficiency, and technical support. Promising signs are apparent in Hungarian teacher education programs using distance…

Business management students who earned prior learning credit through portfolios (n=27) and 27 who completed coursework were compared. Results indicated that metacognitive skills can be developed outside the classroom to an equal or greater level. Portfolio development assisted learners in articulating tacit knowledge they acquired through…

Online (n=40) and face-to-face (n=60) adult learners completed the 16 Personality Factor Questionnaire and a survey of class experience. Online students rated themselves as more introverted, serious, and shy; less independent; and more tough minded. Results showed how personality characteristics may be a factor in predicting attrition from online…

The Imposter Phenomenon, secret feelings of fraudulence and inadequacy among high achievers, are more prevalent in women. Aspects of the educational environment, including sexual harassment and stereotypes, and institutional barriers may contribute to the syndrome. Additional research is needed on the intersection of race, class, and gender with…

Responses from 44 research universities indicated that 98% use comprehensive exams with adult and continuing education doctoral students; 81% at the end of coursework. A wide variety of formats are used: in-class, take-home, combined, and alternative. The comprehensive exam is becoming more of a bridge to the dissertation than a synthesis of…

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…