ethanporcaro/eric-fulltext-meta huggingface dataset:
The Lowells of Boston and the Founding of University Extension at Harvard
Author: Shinagel, Michael
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational History,Extension Education,Family (Sociological Unit),Reputation,Social Class,Administrators,Adult Education,Educational Opportunities,Nontraditional Students,Student Diversity,Academic Degrees,Access to Education

In this article, the author uses the occasion of the centennial of University Extension at Harvard to document how this unique educational institution came into being and why it became associated with Harvard University. He traces the prominent role played by the Lowell family in establishing the Lowell Institute of Boston in the late 1830s and how Abbott Lawrence Lowell as Trustee of the Lowell Institute since 1900 and then as President of Harvard in 1909 created University Extension in 1910 as an evening academic degree program for women and men. In its century of service University Extension has provided educational opportunities to an estimated half-million nontraditional students at Harvard.
Piloting through the Recession: Continuing Higher Education in Europe and the United Kingdom
Author: Roffe, Ian
Date: 2009-00-00
Type: Journal Articles
Subjects: Continuing Education,Higher Education,Foreign Countries,Economic Climate,Financial Problems,School Business Relationship,Lifelong Learning,Entrepreneurship,Research and Development,Technology Transfer,Curriculum Development

In common with the United States, Europe is currently experiencing a serious economic recession. The crisis, which started in the financial sector, is now rippling out and affecting heavily other economic sectors: construction, property, retailing, manufacturing, etc. The arguable cause of the crisis was a failure of management in financial institutions, whose lack of oversight and understanding of complex financial instruments eventually led to a systemic crisis that destroyed the values of enterprises (Geithner). Countries in Europe, including the United Kingdom, bought into this model just as much as the US. In this article, the author talks about a serious economic recession in Europe and the challenges for universities that stem in part from the employability of graduates. He examines European initiatives, university-business cooperation, lifelong learning, entrepreneurship, knowledge transfer, and the role of continuing education to engage creatively with the private sector, as in work-based learning (WBL) initiatives and high-level skills development.
Academe Makes for Strange Bedfellows: How Continuing Education and Schools of Management Collide and Cooperate
Author: Halfond, Jay A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Continuing Education,Business Administration Education,Accreditation (Institutions),Case Studies,Conflict,Competition

A significant component of continuing education involves teaching management, especially through the array of academic degree programs offered to part-time older students. In fact, the ability to offer management education is critical for the viability of continuing education. Co-existing amicably with its institution's business schools is the most important internal political challenge a continuing education enterprise faces. In this article, the authors explore the institutional role of management, especially the conflict between business and continuing education schools; the role of accreditation; and case studies of Boston University, Northeastern University, Boston College, and the Arthur D. Little School of Management to highlight potential models of successful collaboration as well as business model conflicts.
It's Not Easy Being Green: Green Marketing and Environmental Consumerism in Continuing Higher Education
Author: Sandeen, Cathy
Date: 2009-00-00
Type: Journal Articles
Subjects: Sustainability,Conservation (Environment),Quality of Life,Purchasing,Consumer Economics,Educational Demand,Higher Education,Continuing Education,Marketing,Economic Opportunities,Employment Opportunities

The current focus on all things &quot;green--greener--greenest&quot; has found its way into the realm of continuing higher education through a proliferation of courses and programs. A recent Internet search on the phrase &quot;sustainability certificate&quot; produced over 7,600 results, reflecting a strong perceived or real demand. In this article, the author traces the origin of the environmental movement in the US to &quot;Earth Day&quot; in 1970 and then organizes her discussion under rubrics on (1) sustainability in the US; (2) the corporate response; (3) sustainability in higher education and continuing higher education; (4) green marketing and environmental consumerism (including &quot;greenwashing&quot;); (5) results from original market research survey; and (6) practical next steps for continuing higher educators. She hopes this article helps raise the awareness of continuing education leaders and practitioners to the various nuances of sustainability from the student perspective. A list of references and additional bibliography is included. (Contains 4 charts.)
Nonprofit Sector: Workforce Education Needs and Opportunities
Author: Garvey, David
Date: 2009-00-00
Type: Journal Articles
Subjects: Nonprofit Organizations,Employment Opportunities,Social Capital,Educational Needs,Organizational Theories,College Role,Role of Education,Skill Development,Labor Force Development,Leadership Training,Educational Opportunities,College Programs,Professional Development

When some people think of nonprofit organizations, they think of small charities that are short-staffed, often struggle financially, and provide basic human needs to the most vulnerable in the society. Others think of organizations that support the civic and social infrastructure of communities, states, and nation, and serve as a vital component of the nation's economic engine. Both perceptions are accurate. In this article, the author offers a close look at nonprofit organizations and their sense of scale in America's economy as well as their employment opportunities resulting from an aging workforce and a shortage of managers in the field. He demonstrates how Nonprofit Leadership Program (NLP) was created to meet these training and employment needs in the nonprofit workplace.
Global Competencies, Liberal Studies, and the Needs of Employers
Author: Schejbal, David
Date: 2009-00-00
Type: Journal Articles
Subjects: Global Approach,Skills,Attitudes,Competence,Employer Attitudes,Interpersonal Competence,Communication Skills,Thinking Skills

For many Americans, September 11, 2001, was a cognitive and emotional turning point. In the days and months after that fateful day, some people focused inwardly and saw all non-Americans as suspect and dangerous. Others focused outwardly and believed that greater international integration and knowledge of other cultures were essential for moving forward and for preventing another disaster like the one that the country had just experienced. Although this period did not mark the beginning of interest in global skills or competencies, it significantly heightened that interest and brought the issues much more into mainstream academic and business conversations. Although many value proficiency in international skills, the concept of international skills or global competencies is at best vague. There is no agreed-upon definition--not even a clear working definition--and different interest groups identify various skills as the important global competencies. In this article, the authors focus on three issues. First, they explore the concept of global competencies in order to give some definition or parameters to the concept. What they find is that global competencies and traditional liberal arts competencies comprise two significantly overlapping though not identical sets of skills. Armed with this information, they ask employers to rank various competencies so that they can identify what employers deem important in employee skills. The second part of this article is devoted to that study and its results. In the third section, the authors explore how information from the study and their examination of global competencies might be used to adjust existing or build new curricula for broad workforce development. (Contains 8 tables.)
Student Identity and Authentication in Distance Education: A Primer for Distance Learning Administrators
Author: Aceves, Patricia A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Distance Education,Continuing Education,Higher Education,Educational Legislation,Federal Legislation,Identification,Deception,Electronic Learning,Accountability,Computer Security

Since the signing of the Higher Education Opportunity Act (HEOA) in August 2008, providers of distance education courses and programs have been looking into procedures and technologies that will satisfy the accrediting agencies responsible for enforcing the law. Continuing education administrators are at the forefront because of the pervasiveness of distance learning in their programs. In order to make the most informed decisions and choose the most appropriate solutions for an institution, it is useful to understand the history of the legislation, and important to understand fully the issues associated with authentication. This article discusses the implications of the HEOA as it applies to continuing higher education administrators and distance education programs. The authors explain how the HEOA legislation was &quot;the result of fraud committed by diploma-mill organizations and concerns by legislators about student cheating.&quot; They offer examples of current authentication systems, such as fingerprint scanning, iris scanning, speech recognition, handwriting recognition, and assorted &quot;non-biometric authentication technologies&quot; as well as timely advice from distance education administrators on considering &quot;any new authentication and identity system.&quot;
Improving the Relationship between Continuing Education Leadership and Marketing Directors
Author: Fong, Jim
Date: 2009-00-00
Type: Journal Articles
Subjects: Continuing Education,Adult Education,Student Recruitment,Marketing,Administrators,Deans,Strategic Planning,Methods,Interprofessional Relationship,Interpersonal Communication,Professional Development

In this economy, college and university continuing education units will not automatically reap the benefits of returning adult learners as in past recessions: this economy caused a drastic reduction of resources available to the workforce and for personal revenue. As a result of decreased personal income and workforce training funding, competition for a potentially smaller market of adult learners in the US will be more focused and intense. No longer can the continuing education unit throw more money into marketing to yield additional enrollments; the additional enrollments and budget to do so either do not exist or may not come about. An emphasis on greater creativity and enhanced efficiency can produce comparable or even superior results to simply increasing funds for existing practices, but achieving meaningful, beneficial change begins with internal strength. Deans and their marketing directors need to work better together. Deans should have a greater understanding of marketing while marketers should be able to connect marketing to enrollments and accountability. In this article, the author presents a useful summary of what deans want and what marketers need to do compared with what marketers want and what deans need to do. (Contains 2 charts.)
Enhancing University Summer Session Programs: The Role and Effect of Visiting Faculty
Author: Heinz, Anne K.
Date: 2009-00-00
Type: Journal Articles
Subjects: College Faculty,Summer Schools,Teacher Role,Teacher Influence,Teaching Experience,Educational Quality,State Universities,Case Studies,Questionnaires

Many college and university summer session deans and directors face significant challenges in providing quality summer courses. At research institutions, for example, the number of regular tenured and tenure-track faculty who want to focus on research, scholarship, and other activities during summer, affects the composition of the summer session faculty. As a result, summer session programs may employ fewer tenured and tenure-track faculty and more instructors, graduate students, and on occasion, visiting faculty from other universities. In 2002, the University of Colorado at Boulder (CU-Boulder) established the &quot;Faculty in Residence for Summer Term&quot; (FIRST) program to enhance the range and quality of summer session courses by systematically encouraging CU-Boulder academic departments to invite distinguished scholars from other US and international universities to teach. Over a six-year period from 2002-2007, 63 visiting faculty members received invitations with the expectation that these visiting faculty would expose students to academic content and culture from other universities and countries. In some instances these visiting faculty members collaborated with CU-Boulder faculty in their research and scholarship, provided department colloquia, outreach programs, and public lectures. However, these activities had not been systematically studied or well understood. Using the case study method, a research project that is the basis of this article investigated the role and impact of CU-Boulder's visiting faculty program upon summer session students, faculty, and academic departments.
Museums and Planetariums: Bridging the Gap between Hawaiian Culture and Astronomy through Informal Education--A Case Study
Author: Ciotti, Joseph E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Informal Education,Hawaiians,Lifelong Learning,Astronomy,Museums,Cultural Differences,Scientists,Recreational Facilities,Researchers,Cultural Pluralism,School Community Relationship,Science Teaching Centers,History

Behavioral research supports informal education as fundamental to lifelong learning and responsible for much of what we know. Such learning occurs outside of formal schooling through venues such as the Internet, libraries, museums and planetariums. Unrestricted by the regulations of formal institutions, informal education can respond more quickly, flexibly and innovatively to the needs of a rapidly changing society. This paper outlines one science center's approach to bridging the cultural divide between research scientists and the Hawaiian community. Hawai'i currently faces unresolved sovereignty issues and their resulting polarizing effects. One such case of growing discord involves a sacred and strategically important mountain named Mauna Kea--the highest peak in the Pacific. Traditionalists regard this mountain as the altar of Wakea, the Polynesian sky god and father of all indigenous Hawaiians, while astronomers extol its lofty summit as a premier platform for astronomical observations. To address this conflict, the University of Hawai'i at Hilo together with congressional support established the 'Imiloa Astronomy Center, a cultural science museum and planetarium, whose mission includes bringing the Hawaiian community and astronomers together to discuss and mitigate their differences. This paper explores the background behind these issues and the unique attempt of informal education to resolve them.
Increasing UCEA's Usefulness and Relevance: A Choice-Based Classification System
Author: Matkin, Gary W.
Date: 2009-00-00
Type: Journal Articles
Subjects: Continuing Education,Classification,Institutional Characteristics,Higher Education,Professional Associations

Every aspect of higher education today is pressed to become more accountable and more transparent. The field of continuing education (CE) is no different. CE professionals, responsible for the operations of university-based CE units, are constantly challenged to use data and "evidence" to make and justify decisions. Indeed, one measure of the professionalization of a field is its ability to provide and use meaningful information. Building on established data-gathering efforts in the creation of the Management Survey, the University Continuing Education Association (UCEA) has an opportunity to make a substantial contribution to the field. In this article, the author proposes a systematic annual collection of data from all UCEA members to allow for meaningful comparisons among CE organizations. He outlines steps for creating a "CE equivalent of the Carnegie Classification system" that would be in essence "a choice-based system," whereby all CE organizations would be part of a UCEA database according to distinguishing CE activities and criteria, such as urban or rural, degree or non-degree, public or private. Despite the range of diversity of UCEA member institutions, the author is confident a new classification system could be achieved, one that could serve all members effectively.
Dangerous Opportunities: Strategic Implications of the Global Financial Crisis
Author: Hansen, Robert J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Economic Climate,Financial Problems,Continuing Education,Higher Education,Budgeting,Retrenchment,Partnerships in Education,Electronic Learning,Marketing

Without question, the current economic downturn is at the forefront of conversations in continuing higher education. Yet as recently as March 2008, this was not the case for continuing education (CE) professionals, according to surveys conducted by University Continuing Education Association (UCEA). In 2007-2008, each of UCEA's four commissions (Futures and Markets; Leadership and Management; Learning, Instruction, and Technology; and International Affairs) was asked to identify the top 10 trends over the past four years. Those lists were compiled and presented during an interactive session at the 2008 annual conference in New Orleans, and the top five trends were: (1) increased demands for new and innovative programs; (2) ongoing budgetary issues; (3) increasingly frequent reorganizations that change the role of CE within the university; (4) need to better serve students electronically; and (5) keeping up with changing expectations/standards for accreditation/assessment. By autumn, the American and world financial markets were massively destabilized as a result of the credit crisis. Arguing that the financial crisis could not be ignored, the chairs of the four commissions decided to survey their commissioners in advance of meetings in January 2009 and to discuss results and their implications in a plenary panel discussion. The rich and lively discussion that ensued prompted slight revisions and a plan for broader distribution of the survey. This article discusses the current economic crisis and its implications for continuing higher education. The authors surveyed 420 UCEA institutional representatives about the effects of the economy on their financial relationship with their parent institution. Predictably, the results were that budgets were closely scrutinized and expenses cut, but four overarching themes in the survey results were identified: (1) greater investments in online education; (2) forging new partnerships with business and other institutions; (3) across-the-board vs. targeted cuts in operating budgets; and (4) a shift from print to web-based marketing or "e-frugality." (Contains 6 charts.)
A Gender Lens on Pedagogical Choice in Academia: Revisiting Hartlaub and Lancaster's Study on Teaching Methodologies
Author: Wigfall, Patricia Moss
Date: 2010-00-00
Type: Journal Articles
Subjects: Political Science,Research Methodology,Public Administration,Public Policy,Teaching Methods,Gender Differences,College Faculty,Comparative Analysis,Surveys,Individual Characteristics

This paper focuses on the role of gender in faculty choice of teaching methodologies at colleges and universities in North Carolina. We replicate research conducted by Hartlaub and Lancaster who examined pedagogical preference among a national sample of political science instructors. In revisiting that inquiry, published in 2008, we have explored the applicability of their finding that gender had some influence on pedagogical choice. As we compare the sample of North Carolina colleges and universities with those in the nationally representative sample, we also look at the similarity of other findings, as well as disparities, that we think relevant to our study. By broadening the Hartlaub-Lancaster national sample to include faculty who teach public administration, public policy and research methods, we specifically look to see if gender-related associations, which were revealed in the national study can be generalized to faculty in other disciplines and of smaller geographical areas. While we employ the Hartlaub-Lancaster survey, we condense the number of questions in the survey to reduce the completion time in which we thought most respondents would readily accept. Information that is provided by excluded questions, however, is not lost, as we will be able to extrapolate information needed for future research from the emailed responses of participants. We detail the excluded survey questions in the section, &quot;The 2008 and 2010 Studies.&quot; (Contains 6 tables and 1 footnote.)
Navigating Change with a Flexible Portfolio
Author: Tyksinski, Deborah J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Continuing Education,Higher Education,State Colleges,Case Studies,Administrative Change,Professional Continuing Education

This case study demonstrates how building a flexible portfolio of services allowed a continuing education (CE) unit to thrive during frequent leadership changes. The case is set in a small state college, State Technology Institute at Mohawk (STIM), which experienced nine leadership changes in as many years. The names of the institution and its leaders are changed to protect their privacy. All other details are based on actual events that occurred between 1999 and 2009. The lessons learned by the Continuing Professional Education and Sponsored Research (CPE/SR) staff may prove helpful to others experiencing similar frequent changes. Though multiple leadership changes can be more disruptive than beneficial as adaptation to repeated changes threatens the stability of the CE organization, the case study shows that occasional changes in institutional leadership offer CE programs opportunities for growth and diversification--assuming the CE unit can adapt to the incoming leader's new values, goals, and objectives. (Contains 3 tables.)
Creating a Culture of Innovation at Penn State Outreach
Author: Weidemann, Craig D.
Date: 2009-00-00
Type: Journal Articles
Subjects: Innovation,Higher Education,State Universities,School Culture,Outreach Programs

From all sides, academia is being prodded to be ever more innovative. Not only are faculty expected to create knowledge from which solutions for our social, physical, and economic ills will spring, but all segments of the university must deal with new modes of communication, new business models, and even new ways of processing thought. This article describes in detail what the author, as vice president of outreach, did &quot;to create a culture in which innovation is the norm rather than the exception.&quot; He reminds readers that innovation is a process, not a product, and it is of critical importance to the future of higher education.