This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact.
Author: Burton R. Clark
Publisher: University of California Press
This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1968.
Each person must expect and make ready for transitions, engaging in learning as a fundamental strategy for handling change. This is where lifelong learning steps in.
Author: John Field
Category: Business & Economics
In today’s society, people and organisations increasingly undergo processes of transition. Experiences of change affect all areas of life: our jobs, relationships, status, communities, engagement in civil society, lifestyles, even understandings of our own identity. Each person must expect and make ready for transitions, engaging in learning as a fundamental strategy for handling change. This is where lifelong learning steps in. From career guidance to third age programmes, from ‘learning to learn’ in kindergarten to MBA, from Mozart for babies to gender re-assignment counselling, people face a crowded world of learning activities designed to help them through transitions. Researching Transitions in Lifelong Learning presents new research from Britain, Australia and North America. The authors include leading scholars with established international reputations - such as Kathryn Ecclestone, Sue Webb, Gert Biesta, W. Norton Grubb, Nicky Solomon and David Boud - as well as emerging researchers with fresh and sometimes challenging perspectives. While emphasising the complexity and variety of people’s experiences of learning transitions, as well as acknowledging the ways in which they are embedded in the specific contexts of everyday life, the authors share a common interest in understanding the lived experiences of change from the learner’s perspective. This volume therefore provides an opportunity to take stock of recent research into transitions, seen in the context of lifelong learning, and outlines important messages for future policy and practice. It will also appeal to researchers worldwide in education and industrial sociology, as well as students on courses in post-compulsory education.
New Directions for Adult and Continuing Education, no. 100: 79–88. Husson, W., and T. Kennedy.2003. “Developing andMaintaining Accelerated Degree Programswithin Traditional Institutions.” New Directions for Adult andContinuing Education ...
Author: J. Richard Ellis
Publisher: John Wiley & Sons
Take a candid look into how some traditional liberal arts colleges have incorporated nontraditional adult degree programs. This volume of case studies shows how a number of small, independent universities addressed various administrative and service functions for their adult programs. When taken together, it captures the emulsive nature of this imperfect blend as well as the fluidity of solutions. This issue covers: The dynamics that an adult program can bring to an institution Colleges that combine the adult program within university-wide, centralized processes Colleges that have mostly autonomous programs Institutions that developed a hybrid model The current status of incorporating nontraditional programs into traditional colleges and universities. This is the 159th volume of this Jossey-Bass series. Addressed to higher education decision makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
This paper was sponsored to gather and share outside perspectives about the nature of the tensions and differences of opinion which the International Council for Adult Education had been experiencing in the first few years of the 1990s.
This paper was sponsored to gather and share outside perspectives about the nature of the tensions and differences of opinion which the International Council for Adult Education had been experiencing in the first few years of the 1990s. In addition to analyzing responses to a questionnaire, the researcher analyzed documentation and letters concerning the Executive Committee of the Council. The paper recommends a renewal of vision, clarification of roles and issues, and funding to support the potentially important role that the Council can play in the coming decade.
This is the first New Directions volume related to young adult learners since 1984. Then, as now, young adults are an important segment of the adult population but have received scant attention in the adult education literature.
Author: C. Amelia Davis
Publisher: John Wiley & Sons
This is the first New Directions volume related to young adult learners since 1984. Then, as now, young adults are an important segment of the adult population but have received scant attention in the adult education literature. Increasingly, youths and young adults are enrolling in adult education programs and in doing so are changing the meaning of adulthood. Given the significant demographic, technological, and cultural shifts during the past 30 years, there is an increasing need for practitioners and program planners to reconsider what constitutes “adult” and “adult education.” An understanding of the changing meaning of adulthood is fundamental to developing programs and policies that will address the needs of younger learners, and we believe it is time for an updated discussion among adult educators and scholars in other disciplines. This sourcebook is designed to reignite the discussion related to meeting the educational needs of young adults along with a timely and interdisciplinary discussion that highlights the transitional needs of young adult learners. This is the 143rd 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.
Using Interactive Qualitative Analysis (IQA), this study examined the experience of individuals who earned a high school equivalency following the completion of a federal adult education program, then transitioned to community college.
Author: Carrie Lynn Tupa
Using Interactive Qualitative Analysis (IQA), this study examined the experience of individuals who earned a high school equivalency following the completion of a federal adult education program, then transitioned to community college. The IQA research protocol was used to address three research questions: 1) What are the elements/factors that make up The College Experience/Being a Student for individuals who have completed their high school equivalency? 2) How do these elements/factors relate in a system of influence? 3) How do the experiences of adult education students who transition to college compare to those of traditional college students. Following several focus groups, eight affinities were identified: 1) Faculty Impact; 2) Playing the Game; 3) Life Management; 4) Academic Life; 5) Relationships; 6) Growth and Transformation; 7) Emotions; 8) Career Advancement/Reward and Purpose. Interviews were conducted with 20 former adult education students to examine the relationships between these affinities in a system of influence. The affinity of Faculty Impact was found to be a primary driver in the College Experience for these students, and further analysis of interviews highlighted additional positive and negative experiences faced by students relative to the various affinities. Implications of this research highlight the importance of postsecondary institutions addressing all barriers students may face during participation, in particular nontraditional students, and considering all characteristics of these students when mapping out a plan for their success and persistence.