This chapter addresses educational policy as a force that contemporary adult education would be required to reckon with from the point of view of an accreditor. It identifies the issues and projects shifts that are currently taking place in higher education policy at the national, state, and regional levels.

This chapter analyzes the development and changes within continuing professional education and the influence of four contested spaces on this field of adult education practice.

In recent years coaching has become an increasingly popular intervention used in both personal and professional development spheres. This chapter draws on industry research from scholars as well as professional organizations to map the history, definitions, and trends of executive and organizational coaching to provide clarity on a complex and…

This chapter considers many of the major directions, issues, and themes that will play an important part in the future of coaching adult populations.

This chapter provides an overview of key principles and practices in executive coaching. Coaching is discussed as a reflective learning opportunity and offers the theoretical grounding, strategies, and case studies for each of four key elements of a coaching engagement.

This chapter focuses on the use of coaching for adult learners, the specific characteristics adults bring to the learning environment, and strategies for dealing with the obstacles adult learners may face.

This chapter considers how the assumptions, principles, and overall mind-set of coaching may be useful as organizations seek to foster lifelong relationships with their volunteer constituents.

Working and writing together as supervisor and graduate student in a Canadian university, the authors bring their community/activist/adult education learning backgrounds into dialogue--and tension--with doctoral studies by reflecting on their personal learning paths and thinking about what this means for teaching and learning in academic contexts.…

This chapter examines the implication of Blended Shore Education to doctoral program design and delivery as it synthesizes adult education principles of Freire and Stanage with findings of Strohschen's international action research on design and delivery practices.

In this chapter, the editors review the contributions of each chapter to a vision for doctoral education viewed through the lens of the best practices of adult education.

This chapter describes international policy contexts of adult literacy and language assessment and the shift toward standardization through measurement tools. It considers the implications the quantification of learning outcomes has for pedagogy and practice and for the social inclusion of transnational migrants.

This chapter examines the changing nature of adult education in the age of transnational migration and proposes recognitive adult education as an inclusive model that acknowledges and affirms cultural difference and diversity as positive and desirable assets.

Like the immigrant clients they serve, service providers have been overlooked in adult education literature, yet their roles are crucial for addressing the serious concerns of refugees and refugee claimants who flee their home countries hoping to find safe refuge in another country.

Drawing on practice-based learning theory, this chapter examines issues pertaining to the deskilling of immigrant professionals in Canada. It argues that adult educators need to have an awareness of transnational migration dynamics and work in meaningful ways to keep immigrant professionals connected to professional knowledge practices.

This article explores how notions of diaspora, migration, and globalization intersect to inform identities and social realities of those who leave their homeland and resettle in other nations. It calls for expanding the discourse of adult education to incorporate critical studies of the diaspora to make visible the inequality and imbalance of…