ERIC Number: ED294499
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
Quality in Continuing Education: Principles, Practices, and Standards for Colleges and Universities. Jossey-Bass Higher Education Series.
Criteria for determining quality in continuing education at the college level are addressed. After considering conceptual and practical difficulties to assuring quality in continuing higher education (CHE), the background characteristics, capabilities, and performance of adult learners and traditional college students are compared. The following curricular issues are discussed: the proper academic level of the programs, their predominantly practical or applied nature; the lack of integrated curriculum design in many noncredit programs; the need to protect the intellectual integrity of CHE; and CHE's relationship to public service. Types of CHE programs that have adopted some principles of andragogical learning are considered, including external degree programs and study-discussion programs. The extensive use of traditional teaching methods in CHE is defended. Instructional technologies and issues related to the instructional staff are examined. Also considered are: approaches to review quality for degree credit programs and noncredit offerings; marketing CHE; key quality issues in program administration; personal qualities and preparation needed by professional CHE staff; and two contrasting approaches to quality in CHE (the university faculty standard and the student needs standard). 139 references.
Descriptors: Adult Students, College Faculty, College Instruction, College Programs, College Students, Continuing Education, Credit Courses, Educational Practices, Educational Quality, Educational Technology, Evaluation Criteria, Higher Education, Marketing, Noncredit Courses, Program Administration, Standards
Jossey-Bass Inc., 433 California St., San Francisco, CA 94104-2091 ($23.95).
Publication Type: Books; Information Analyses; Opinion Papers
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: N/A