Canadian Journal of University Continuing Education
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Lifelong Learning in the New Economy: A Great Leap Backwards
No full textThis article looks at a 1994 Jobs Study report from the Organization for Economic Co-operation and Development (OECD) that presents a disturbing economic development strategy for use by its member countries. The report calls for the creation of two distinct streams of jobs: high-skill jobs that would have high-knowledge requirements; and low-skill, low-wage jobs that would absorb significant numbers of unemployed workers and for which the report advocates regressive ways to ensure workers are desperate enough to take the low-wage jobs. The concept of "lifelong learning" is central to the process of increasing the skills of those in the high-wage jobs, although it is seen solely as an investment in business and in the economies of OECD member countries. This article raises questions about the direction advocated in the report and explores some of the OECD strategies that have been adopted in Canada under the guise of "structural adjustment." The implications of this direction for university continuing education practice are examined and a social policy role for university continuing educators to play to address the issues of work and learning is discussed
Academic Decision Making Among Adult Learners: Personal and Institutional Factors
No full textThis study, designed with considerable input from adult learners, focuses on influences that affect academic decision making. Using questionnaires and selected interviews, information was gathered on institutional and personal influences on academic decision making for current and future courses, along with demographic information. Three quarters of the respondents were under 39 years of age and were looking to their university education to provide knowledge and skills needed for future job opportunities. Within-group analysis revealed a stronger influence on academic decision making from the institution rather than from personal influences, despite a fairly strong positive correlation of the two sets of variables. This pattern was consistent across groups, with no differences being attributed to part- or full-time status or to year in program. Open-ended questions on the questionnaire, as well as follow-up individual interviews, allowed for the input of suggestions to improve the experiences of adult learners in post-secondary institutions. Additional preliminary course information and increased accessibility to courses and services were common themes. In general, the university experience had been very positive; however, some students expressed satisfaction at being invited to contribute suggestions that, if implemented, could improve the experience of future adult learners
The Roller Coaster Life of the Online Learner: How Distance Educators Can Help Students Cope
No full textThis paper describes a study of how one small group of graduate students coped with the stresses of learning at a distance over the course of the three to five years in which they were enrolled in their program of study. The study used a model of transition to examine how their coping responses changed as they moved into, through, and out of their program. It also assessed the students\u27 perceptions of the "adult student friendliness" of the educational institution offering the program. The findings portrayed a "roller coaster ride" for these online students, whose somewhat limited initial coping strategies eventually became more adaptive. The findings suggested that adult educators who teach in online programs might benefit from looking to the field of transition counselling for help in addressing their students’ coping needs, as well as to the attributes of online communication as a way of maximizing support services for these students
Aligning Continuing Education Units and Universities: Survival Strategies for the New Millennium
No full textThe goal of the study presented in this paper was to understand and to start to document the contributions that a continuing education unit (CEU) makes to the university. Although continuing education contributes in both financial and non-financial ways, the financial benefits are often the only recognized contribution. The non-monetary contributions are significant, however, and may be the most critical.A national survey of Canadian continuing education deans, conducted by the author, is discussed in this paper. Deans were asked to respond to a list of contributions that were identified by focus groups of continuing education programmers. Deans were also asked to rank each indicator as to its level of importance in gaining support for a CEU within the university. Outcomes were categorized on the basis of their financial contributions and on contributions to the teaching mission, the research mission, and the strategic directions and initiatives of the university. The findings provide evidence of significant contributions in all four categories, although the research contributions are ranked the lowest. CEUs may find the list of institutional outcomes identified in this paper useful in assessing their own contributions and in building support for their units
Leadership in Continuing Studies: The Reflections of a Dean
No full textUniversity continuing studies has entered an extended period of change and transformation. In such challenging times, the essential ingredients for survival are a clear vision, strategic goals, and proactive leadership. These issues are explored in this paper through the example of one institution. Characteristics of transformational leadership and a model of continuing studies in a university context are described. The opportunity exists for continuing studies to be a key player in the transformation of university outreach and thereby become integrated into the mainstream of the university
