Canadian Journal of University Continuing Education
Not a member yet
364 research outputs found
Sort by
The Digital New Economy and the Virtual Educator
No full textAs we take up and are taken up by the new multimedia technologies, we cannot overlook the effects of larger economic trends associated with digitization, downsizing, globalization, privatization and free trade. As educators, we are faced with the challenge of trying to develop virtual education as an extension of a culture of education grounded in human-to-human communication as opposed to the business of education in which information is viewed as a commodity
Shopping for Knowledge: An Alternative Environment for Learning
No full textEducators who provide only traditional environments for post-secondary adult education often overlook the fact that a diverse mature student population requires a variety of formats and environments in which to learn effectively. Moreover, although universities and colleges continue to emphasize their mandates to serve the community, the definition of "community" itself is undergoing radical change. This paper suggests that the shopping mall has become an environment in which many North American adults seek out and find a strong sense of community. Furthermore, because people perceive the mall as a pleasant place to be, it is potentially an ideal milieu in which to facilitate adult learning, particularly via the Internet. As private agencies increasingly move to set up and tap the commercial value of such ventures, it is becoming increasingly important for universities and colleges to provide leadership
Continuing Education and the Postmodern Arts of Power
No full textUniversity continuing educators have recognized that political-economic and institutional changes are making social activism more difficult to sustain. This article argues that to build more effective and vigorous forms of social activism, continuing educators need to understand how systems of oppression are changing. In postmodern societies, patterns of oppression are shifting from centralized, explicitly coercive projects of political domination and economic exploitation, to decentred, subtle processes of constructing individuals with the capacity and the desire to govern themselves. To encourage a different mode of thinking about the nature of oppression and power, some aspects of the work of Michel Foucault are interpreted. To provoke a more creative approach to social activism through university continuing education, the article connects Foucault\u27s abstract
Using Computerized Career Guidance Systems with Continuing Education Students
No full textThis paper describes a study conducted at the Faculty of Continuing Education, The University of Calgary, that examined the use of two different computer-assisted career guidance systems (SIGI PLUS and CAREER BUILDER2) with a small group (n=40) of adult learners. The results indicate that both systems significantly increased participants\u27 sense of vocational identity, and that SIGI PLUS was somewhat more effective in this regard than CAREER BUILDER2. Implications for the use of this kind of career service with adult continuing education students are discussed
Efficient, Effective, and Ethical Practice in Lifelong Learning
No full textThis paper seeks to assess the interaction of--and tensions between--efficiency, effectiveness, and ethics in goal-setting for university continuing education programs. Its thesis is that efficiency, that is, a cost accountant\u27s measure of productivity, is of limited utility unless we articulate thoughtfully and appropriately what we are trying to be efficient at. The goal of effectiveness, which measures the relationship between program results and program objectives, helps us to be wary of those "efficiencies" that subvert essential program objectives. Finally, effectiveness cannot be separated from an ethical view of lifelong learning: beneficial to society, collaborative rather than competitive, and keeping faith with our highest professional values and institutional standards. Only a raison d\u27être grounded in ethically based effectiveness can ensure the sort of future we want for university programs of lifelong learning
Partners in Success: The Simon Fraser University and Secwepemc First Nations Studies Program
No full textAn unusual and ambitious program constitutes Simon Fraser University\u27s response to a 1987 initiative of the Chiefs of the Shuswap Nation Tribal Council and the Secwepemc Cultural Education Society to gain control over the education and training of their people. Offered as an extension program, it leads to a number of academic credentials and is specifically designed to enhance Native students\u27 knowledge of their history, language, and culture, while providing a solid foundation in the social sciences. With a focus on the British Columbia Interior, the program is entirely offered in Kamloops, B.C., with some provision for distance education. As well as being a successful example of a collaboration between clients aware of their academic needs and objectives and a university capable of fulfilling them and willing to do so, the program is also an academic success in terms of its adaptability. Without sacrificing any of its scholarly requirements, it has adjusted to local circumstances and opportunities
