Adult Education in Academia

Recruiting and Retaining Extraordinary Facilitators of Learning

Author: Bahaudin Mujtaba

Publisher: Information Age Pub Incorporated


Category: Education

Page: 340

View: 959

Offers roadmaps and tools for responding to the needs of learners, educators, trainers, and administrators. This book is useful to employees, faculty members, associate deans, deans, and program directors both in public and private education arenas. It offers techniques, tips and guidelines for the creation of an effective learning environment.

Adult Learners in the Academy

Author: Lee Bash

Publisher: Jossey-Bass


Category: Education

Page: 230

View: 187

Adult learners comprise almost 50 percent of all students enrolled. Some argue they are pioneering change in today’s higher educational landscape. This book is designed to assist faculty members and administrators who want to understand how the impact of adult learning programs has and is helping to transform the academy and how newer initiatives are likely to change their own campuses in the coming decades. Through the use of case studies, and by blending the theoretical aspects of adult learning with practical application and personal experience, Lee Bash depicts each facet of adult learners and the requirements higher education must fulfill to meet their needs. The author explores The context of adult learning from four perspectives: adult programs, adult learners, demographics and projections, and programmatic best practices The distinguishing characteristics of adult learners, the special challenges they face, their motivations to continue their education, and why they seek and what they bring to college-level learning The institutional responses to the adult learner, such as programmatic perspectives and the fundamental needs required to sustain adult learning programs Meaningful applications of the term “lifelong learning” as well as some projections on how the 21st-century academy is likely to change This book is a helpful guide to all interested in understanding adult learning’s place in academia today and implementing and sustaining successful adult learning programs for tomorrow.

Reimaging Doctoral Education as Adult Education

New Directions for Adult and Continuing Education, Number 147

Author: Tom Heaney

Publisher: John Wiley & Sons


Category: Education

Page: 104

View: 306

This volume looks at graduate education, specifically the doctorate, through the lens of adult education practice. Students in doctoral programs are, after all, adults. Building on principles of adult learning, the authors provide examples of academic excellence achieved through the incorporation of best practices in adult education, including: practical suggestions for democratically negotiating the curriculum, best practices for nurturing responsible action for social justice, ways of encouraging collaborative and noncompetitive learning and research, and support in shifting paradigmatic assumptions beyond the Eurocentric frame. This is the 147th volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.

Leadership in Continuing and Distance Education in Higher Education

Author: Cynthia Shoemaker

Publisher: Allyn & Bacon


Category: Education

Page: 267

View: 445

In these pages you'll find a comprehensive and practical guide to the leadership skills, behaviors, and knowledge needed to guide any Continuing or Distance Education program past the pitfalls and toward the opportunities that abound. From management and marketing knowledge to an understanding of the academic culture and ways to create a work environment that encourages creativity, you'll find current theory intertwined with its implications for the specific task of leading a successful Continuing Education effort.

Higher Education Reflects

On Itself and on the Larger Society : the Proceedings of the Twenty-first Annual National Conference on Higher Education, March 13-16, 1966

Author: G. Kerry Smith



Category: Education, Higher

Page: 290

View: 822

Current Issues in Higher Education

Addresses, Discussion-group Reports, and Resolutions of the ... Annual National Conference on Higher Education




Category: Education, Higher


View: 630

As the Walls of Academia are Tumbling Down

Author: Werner Zvi Hirsch

Publisher: Economica Limited


Category: Business & Economics

Page: 204

View: 740

Universities, particularly those with a strong research orientation, are being challenged by new developments such as the information technology revolution and the ever-greater complexity of social and scientific problems. Society is making fresh demands on universities and in response they are lowering their external walls to collaborate with government and industry. The resulting effects on education, research, and regional economic growth deserve investigation. So do the effects on universities wishing to uphold their academic values once they have left the ivory tower. In order to effectively address the multifaceted challenges of tomorrow, universities must also lower their internal walls and stimulate close collaboration between disciplines in a variety of ways. This book examines the new world facing universities and offers a series of recommendations on how to meet the challenges. Contributors include James J. Duderstadt (University of Michigan), Werner Z. Hirsch (UCLA), Charles F. Kennel (University of California, San Diego), Peter Lorange (IMD), Jacob Nuesch (Federal Institute of Technology, Zurich), Peter Preuss (University of California), Frank H. T. Rhodes (American Philosophical Society), Henry Rosovsky (Harvard University), William J. Schopf (University of California, Los Angeles), Lucy Smith (University of Oslo), Ueli Suter (Federal Institute of Technology, Zurich), Leslie Wagner (Leeds Municipal University), Marie Walshok (University of California, San Diego), Luc E. Weber (University of Geneva), and Harold M. Williams (Getty Trust).