NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1047083
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0318-9090
Leadership in Continuing Education: Leveraging Student-Centred Narratives
Miller, Marilyn; Plessis, Judith
Canadian Journal of University Continuing Education, v40 n2 Fall 2014
For this study, we interviewed eight Canadian and American continuing education deans and directors to explore how their personal accounts or "stories" about leadership high-light the dynamic nature of their leadership roles. This article focuses on the potential impact of these stories to better integrate and serve the adult learner within the higher education environment. Four major themes emerged from our analysis of the data: the non-traditional career trajectories of the leaders; marginalization and identity; leadership and innovation; and alignment and resistance. Our study suggests that continuing education leaders generally excel in sharing student-centered narratives and in pushing boundaries--in part to convince diverse stakeholders of the importance of the field of continuing education. Interviews with participants indicate that continuing education leaders think in interdisciplinary terms and weave a master narrative about life-long learning, combining several individual threads. Continuing education leaders strive to have conversations leading to collaborative partnerships and educational innovation.
Canadian Association for University Continuing Education. c/o CAUCE Secretariat at Centre for Continuing and Distance Education, 475 Williams Building, 221 Cumberland Avenue North, Saskatoon, SK S7N 1M3, Canada. Tel: 306-966-5582; Fax: 306-966-5590; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United States
Grant or Contract Numbers: N/A