Analyzes the relationship between megatrends (technology, demographics, globalization, branding, consolidation, outsourcing) and use of technology in higher education. Considers how the university's historic mission is eroding and suggests possibilities for both a commitment to that mission and use of high-tech distance learning in the global…

Provides guidelines for comprehensive outcomes assessment of accelerated degree and nontraditional adult programs. Illustrates common assessment practices used to document program efficacy, develop formative evaluations, and provide information for accreditation. (Contains 33 references.) (SK)

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…

Registered nurses (n=344) rated the following as most influential on practice change after continuing education: potential benefit to patients, nature of the proposed change, and relevance to practice problems. A multivariate model of practice change was validated. (Contains 49 references.) (SK)

The life experiences of an adult learner, aged 62, are analyzed using theories of participation, andragogy, transformative learning, and constructivism. (Contains 26 references.) (SK)

A study of 1,031 full-time workers in Iowa found that those with more education, especially four-year degrees or graduate education, spent significantly more time on work-related learning, were more predisposed toward it, were more aware of employers' training policies and benefits, and more likely to use them than were adults with high school…

Discusses the mix of features in the learning environment that must be considered for adult learners: visual environment, acoustics, temperature, lighting design, and layout. Addresses the interplay of these features with the learner's behavior in the space. (Contains 41 references.) (SK)

Interviews with eight adult students who completed portfolios illustrate how the process increased their awareness of professional accomplishments, enabled self-discovery and empowerment, helped them recognize the influence of mentors, and fostered deeper reflection. Results show how portfolios can promote holistic learning by connecting learning,…

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)

A survey of 343 adult students in 7 universities identified barriers and facilitators. Many perceived their institutions as uninterested in their needs for services and scheduling. Students lacked awareness of policies and services, and institutions failed to assess their needs and communicate service availability. (Contains 50 references.) (SK)

Applies elements of an instructional model (learner characteristics, criterial tasks, nature of materials, learning activities, instructional agent) and the interaction of these elements to the design of Web-based courses. (Contains 19 references.) (SK)

This study examines the growth in term-time employment and its impact upon academic attainment among full-time undergraduates at Northumbria University. The study utilises data from three large-scale surveys carried out in each Spring Term between 1999 and 2001. The growth in term-time employment coincides with change in the funding arrangements…

In the last ten years further education has moved from a sector characterised as being in a state of 'benign neglected' by central government to one which has grown in importance to policy makers and in turn has become more and more regulated. Below I describe and critically analyse these changes, focusing on the initial training and professional…

Literature concerning leadership styles in HE provides no distinct view on whether style relates to gender. Transformational styles are regarded by some as particularly suited to times of change, and likely to be adopted by women; but others argue such styles are unsuited to HE. In a study of leadership within an institute of higher education…

The paper draws on a research project on innovative provision in an FE college for excluded and disaffected young people. The college offers places on vocational courses to students who are still of compulsory school age who have been excluded by or have persistently failed to attend or achieve in school. One set of themes to emerge relates to the…