ethanporcaro/eric-fulltext-meta huggingface dataset:
The Value of Continuing Education
Author: Schejbal, David
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Continuing Education,Value Judgment,Private Education,Public Education,Administration,Differences,School Organization,Role of Education,Quality of Life,Social Development,Economic Development,Information Dissemination,Knowledge Management,Economic Impact,Enrollment Trends,Educational History,School Community Relationship,Extension Education,Adult Education

Higher education--and continuing education as one arm of that enterprise--is not just an economic engine; it contributes directly and in a multifaceted fashion to the common good. It generates and makes accessible a great deal of the knowledge that drives the economy; it helps develop an understanding of the society and the world for millions of students; and it helps develop the personal, social, and human competencies. In this article, the authors aim to summarize the economic value of higher education, especially since World War II and the GI Bill, at universities in the US in general and at the University of Wisconsin Extension (UWEX) system in particular. They discuss the value of an independent identity for continuing education as a significant asset in an organization's ability to contribute to economic and social development, and they describe the University of Wisconsin Extension. The authors conclude that in the last 25 years the perception of higher education shifted from public good to private investment, but they caution that the role that higher education plays in the society goes well beyond economic development, as it enhances the quality of life for society as well. (Contains 16 endnotes.)
Economic Development in Challenging Times: The Penn State Outreach Response
Author: Smutz, Wayne
Date: 2008-00-00
Type: Journal Articles
Subjects: Economic Development,Land Grant Universities,Change Agents,Innovation,Outreach Programs,Regional Schools,Institutional Characteristics,Institutional Mission,Economic Impact,Research and Development,Educational Development,Adult Learning,Community Education,School Community Relationship,School Business Relationship,Technology Transfer

From its inception, Penn State has played a role in Pennsylvania's economy. As a land-grant university, it has functioned as a change agent, transferring research and knowledge to increase farm yields, encouraging business and &quot;the mechanic arts,&quot; and transmitting technology to the general population. While the university still does those things and much more, the key driver in today's global economy is innovation, and the university's role has expanded beyond transmission of knowledge. This article describes how Penn State is evolving into a catalyst for economic transformation through innovation and global competitiveness. The authors distinguish between the old economy and the new innovation economy, which is &quot;knowledge-based.&quot; They outline how Penn State's Outreach initiatives &quot;focus on the adult learner, regional economic development, and engagement with communities and businesses,&quot; with &quot;new university leadership...[repositioning] Penn State institutionally with state government,&quot; as their strategy designed to address Pennsylvania's economic development challenge. (Contains 2 tables and 3 charts.)
Integrating Alternative Educational Pathways: Challenges and Issues
Author: Brewer, Ann M.
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Vocational Education,Educational Change,Educational Policy,Adult Education,Models,Urban Population,Secondary School Students,Parents,Adult Students,Attitudes

The paper examines the issue of educational pathways, including a brief overview of the higher education regulatory framework and market forces in Australia, particularly as recent policy reforms and political aspirations affect them. It highlights the key challenges and outlines a potential model for integrating vocational and higher educational pathways. Negotiating with internal and external stakeholders, position power, market and financial analysis may be the most successful levers in this change process. Three market research studies targeting prospective students, parents of prospective students, and the general resident population in Sydney provide evidence of prospective consumers' intention, motivation, and reaction to the proposed model. A list of references and resources is included. (Contains 1 table and 2 endnotes.)
A Passage to India: A Case Study of Harvard's Division of Continuing Education and the Indian Computer Academy
Author: Shinagel, Michael
Date: 2008-00-00
Type: Journal Articles
Subjects: Credentials,Graduate Students,Indians,Continuing Education,Global Approach,Foreign Countries,Case Studies,Information Technology,Technological Advancement,Industry,Computer Science,Partnerships in Education

The Sunday, August 1, 1993 edition of the &quot;Washington Post&quot; featured the headline: &quot;Indians, Foreigners Build Silicon Valley in Bangalore.&quot; In the article, Bangalore, a city of more than four million people, was described as &quot;an island of relative affluence and social stability in this ancient land.&quot; Multinational high-tech firms, such as IBM, Texas Instruments, Digital, and Hewlett-Packard, had opened offices in Bangalore, attracted by its &quot;temperate climate and low-wage but well-educated labor pool.&quot; That Bangalore was a mecca for computer-trained graduate students came as no surprise to Harvard's Division of Continuing Education (DCE), which had been working to establish the Indian Computer Academy (ICA) since 1988. The surprise was that by 1994 the joint collaboration ended in ruins despite an appropriate level of groundwork, partners with excellent academic and financial credentials, and a high level of need for the kind of graduates the ICA wished to produce. In this article, the author presents a case study of the experiences he and his Harvard Division of Continuing Education colleagues had in Bangalore from 1988 to 1993. He concludes his case study with a salutary caveat: &quot;A hard lesson was learned, and at a time when globalization and the lure of other markets make it difficult to resist the impulse to undertake overseas collaborations, we hope our continuing education colleagues will benefit from our experience.&quot;
Liberal Education in an Interdependent World
Author: Gini, Al
Date: 2008-00-00
Type: Journal Articles
Subjects: General Education,Liberal Arts,Majors (Students),Reputation,Value Judgment,Difficulty Level,Comparative Analysis,Business Administration Education,Ethics,Metacognition,Critical Thinking,Holistic Approach,Business Administration,Cultural Context,Lifelong Learning,Role of Education,Perspective Taking,Leadership,Interdisciplinary Approach

This article presents a keynote address delivered by Al Gini, Professor of Business Ethics in the School of Business Administration at Loyola University in Chicago, at the University Continuing Education Association (UCEA) 93rd Annual Conference, March 26, 2008, New Orleans, Louisiana, on the topic of "Liberal Education in an Interdependent World." Gini poses the following question: Does liberal education bring value to the workplace? He proceeds to answer it affirmatively by showing the importance of critical thinking and leadership in today's "brave new networked and interconnected world."
&quot;The Bravest of the Brave&quot;: A Conversation with Mary Bitterman and James Narduzzi
Date: 2008-00-00
Type: Journal Articles
Subjects: Continuing Education,Adult Students,Reentry Students,Scholarships,Philanthropic Foundations,Community Colleges,Universities,Educational Finance,Endowment Funds,Lifelong Learning,Private Financial Support

This article presents an interview with Mary Bitterman and James Narduzzi. Mary Bitterman, former President and CEO of The James Irvine Foundation, is President of The Bernard Osher Foundation and Immediate Past Chairman of the Public Broadcasting Service (PBS). James Narduzzi is Dean of the University of Richmond's School of Continuing Studies. The article presents the discussion that is based on Dr. Bitterman's 2008 commencement address to graduates of the University of Richmond's School of Continuing Studies.
Multi-Institution Academic Programs: Dealmakers and Dealbreakers
Author: Anderson, Dawn
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Intercollegiate Cooperation,Electronic Learning,Curriculum Development,Educational Finance,Conflict Resolution,Case Studies,Engineering Education,Consortia,Continuing Education,Educational Quality,Curriculum Design,Tuition,Costs,Income,Organizational Communication,Coordinators

Higher education institutions are confronted with increasing demand for electronic access to educational opportunities, improved academic quality and accountability, and new academic programs that address societal workforce and economic development needs. Collaboration allows institutions to combine resources to respond efficiently and effectively to these demands. In this article, the authors make a cogent case for multi-institutional collaboration, outlining the many benefits of online academic programs, criteria for collaborative programs, partner selection process, curriculum development, financial agreements, alliance management, communication, and conflict resolution. They conclude with a case study of a successful engineering consortium.
Building Communities within a Diverse Adult Population
Author: Gossett, Barbara
Date: 2008-00-00
Type: Journal Articles
Subjects: Nontraditional Students,Social Integration,Distance Education,Adult Students,Models,Student Participation,Social Networks,Communities of Practice,Institutional Characteristics,Educational Strategies,Change Strategies,College Programs,Student Diversity,Case Studies

This article describes two models for enhancing the social integration of nontraditional students in academic programs. The first explains ways to develop onsite communities for both graduate and undergraduate degree-seeking students at New York University. The second model is used with undergraduate students at Washington State University seeking their degrees through Distance Degree Programs (DDP), an online distance education program. The two models challenge the myth that adult students do not want to get involved in their institution, network with their peers, take on leadership positions, and build a supportive community within the school. These models demonstrate that adult students become active participants in university life when given the opportunity, despite the differences in size and type (public vs. private) of institutions involved.
&quot;Loyola Values&quot;: Extending the Brand
Author: Rosen, Jeffrey
Date: 2008-00-00
Type: Journal Articles
Subjects: Universities,Educational Philosophy,Excellence in Education,Values,Reputation,Institutional Advancement,Educational History,Institutional Mission

Loyola University Chicago had long used the tag line, &quot;Chicago's Jesuit University,&quot; to highlight the institution's local origins and its ties to a 450-year tradition of academic excellence. By the turn of this century, this reference was unfamiliar to a large percentage of prospective students, particularly adult students, and the Chicago focus seemed too narrow, not suggestive of either the institution's expansive intellectual ambitions or its broadminded, tolerant, and worldly character. Indeed, if it was these liberal values that the university wanted to promote, a new image campaign was necessary. In late 2004, the university took the first step by creating a new promise line: &quot;Preparing people to lead extraordinary lives.&quot; This signaled an institutional shift in self-definition from a static resource to a dynamic and ambitious place for life preparation. Introducing the Loyola Values campaign was a second step designed to build upon this new foundation. Loyola Values, the name given to the first-ever branding campaign of Loyola University Chicago, was an attempt to elevate the identity, image, and reputation of the university, much the way other institutions of higher education have tried to link their universities to a set of positive values and affirmative associations. This article describes in detail the evolution of the Loyola Values brand campaign.
Leading in the Mainstream: Ethical Realism and Continuing Education
Author: Miller, Gary E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Realism,Continuing Education,International Relations,Leadership,School Community Relationship,Continuing Education Units,Higher Education

The primary role of continuing education (CE) is to connect the university and the community. Historically, many CE units have looked to the business world for guidance. As changes in society increase the range and diversity of links between the university and the community, CE leaders are working increasingly within the mainstream of their institutions. While most CE units operate as cost centers and are expected to generate new revenue, business thinking is necessary--but not sufficient--to guide leadership in a more mainstreamed environment. The challenge of leading CE within the mainstream requires a new way of thinking about leadership. This paper will explore how one approach to leadership--the "realism" philosophy that guided US international relations for more than a generation--provides a set of principles that reflect core CE values and that should underlie CE leadership in the changing environment. The principles cited are prudence, humility, study, responsibility, loyalty, and respect for others.
Ethical Realism: A Guide to Action?
Author: Matkin, Gary
Date: 2008-00-00
Type: Journal Articles
Subjects: Continuing Education,Educational Administration,Ethics,Realism,Participation,Decision Making,Higher Education

This article presents the author's response to Gary Miller's essay entitled "Ethical Realism and Continuing Education." In his essay, Dr. Miller has provided a valuable opportunity to reflect on the practice of continuing education (CE) leadership. Dr. Miller reviews six principles that are encapsulated in the concept of ethical realism, but are always good guides to action. The author stresses that it is hard to argue against any of these six universal principles: (1) prudence; (2) patriotism; (3) responsibility; (4) study; (5) humility; and (6) respecting others. Similarly, it is hard to argue against the concepts of realism--each decision or action should always take into account the possible and the impossible. However, in proposing ethical realism as a guide for CE administrators, Dr. Miller has also given them an opportunity to look more deeply at their own situations, and this examination reveals some problems with Dr. Miller's central thesis. The author highlights some striking differences between geopolitics and CE administration, concluding that the ethical realism framework fails as a meaningful context for administrators' daily work.
Bit by Bit: Innovating at the Periphery to Extend Harvard's Core
Author: Laserna, Catalina
Date: 2008-00-00
Type: Journal Articles
Subjects: Continuing Education,College Faculty,Research Universities,Extension Education,Distance Education,Technology Uses in Education,Instructional Innovation,Case Studies,Educational Cooperation,Courses

Faculty instructional time is a critical resource at all universities, but particularly in a major research institution like Harvard. Operating on the periphery of the Faculty of Arts and Sciences, Harvard's division of Continuing Education is often at a disadvantage when attempting to recruit senior faculty. However, through its distance education program and its innovative use of technology, the Harvard University Extension School has been able to offer online some of the finest courses taught to the residential Harvard College students without making extraordinary demands on faculty. As a direct consequence the school is being repositioned from a peripheral role as Harvard's &quot;evening school&quot; for local area adults to one that is available 24/7 to a growing population of enthusiastic students around the world. as the program matures, it has gained visibility and high regard by a growing number of senior faculty and by the central administration. This paper describes how Harvard Extension School's distance education model has evolved over the past ten years using the innovation life cycle methodology, and illustrates how case studies inform the development of the program. (Contains 13 endnotes.)
Launching LUCHA[TM]: Building a Binational Bridge to Biliteracy
Author: Ashcroft, Judy
Date: 2008-00-00
Type: Journal Articles
Subjects: Public Schools,Higher Education,Bilingual Education,Secondary Education,Hispanic American Students,English (Second Language),Foreign Countries

The integration of children whose first language is not English into public school systems is an issue that many states must confront and is particularly critical in Texas. The University of Texas at Austin (UT Austin) has led the way in addressing the needs of learners and schools by developing an innovative program, Language Learners at the University of Texas at Austin's Center for Hispanic Achievement (LUCHA[TM]), under the leadership of Felipe Alanis. The following article chronicles the conception, implementation, and maintenance of the program.
MIT Midcareer Acceleration Program: Building &quot;On-Ramps&quot; for Midcareer Professionals
Author: Stine, Jennifer
Date: 2008-00-00
Type: Journal Articles
Subjects: Reentry Workers,Professional Personnel,Professional Continuing Education,Career Development,Program Design,Program Development

Educators, career counseling offices and alumni associations know well the stories of mid-career challenges. Courted by companies at graduation and quickly promoted in early years, well-educated professionals may assume that success will always be theirs for the asking, even if they take time off. It can be equally easy for universities to assume that graduates who are unable to sustain career success are simply opting out or lacking in ambition. Professionals who leave their careers, even for a short time, face real obstacles on reentry. In this article, the author addresses the problems associated with mid-career reentry to the workforce for professional women and men. She summarizes the magnitude of the problem by stating that each year the workforce is permanently losing educated, high-potential professional women and men from key sectors due to short-term needs for work flexibility. She describes the market research, design, challenges, and future of the MIT Midcareer Acceleration Program in addressing this problem. (Contains 1 figure and 9 endnotes.)
University of Toronto: Marketing from Scratch
Author: Mun, Almira
Date: 2008-00-00
Type: Journal Articles
Subjects: Universities,Continuing Education,Marketing,Educational History,Barriers,Institutional Advancement,Reputation,Foreign Countries,Noncredit Courses,Adult Education,Educational Development,Change Strategies,Organizational Change

Established in 1827, the University of Toronto is regarded as one of Canada's leading academic and research institutions. It has the highest number of students (both undergraduate and graduate), the most faculty members, and the widest range of courses among Canadian universities. It has often been referred to as the &quot;Harvard of the North&quot; because of both its high academic and research reputation and the fact that it has Canada's largest university endowment. The University of Toronto School of Continuing Studies (SCS) is the nondegree, general continuing education arm of the University of Toronto. It offers five distinct areas of study: (1) Business &amp; Professional Studies; (2) Liberal Studies; (3) Creative Writing; (4) Languages &amp; Translation; and (5) the English Language Program (ESL). The school is committed to community engagement and accessibility and is open to all adults, regardless of prior educational status. This case study traces the school's marketing efforts that resulted in recognition by the University Continuing Education Association in the form of a gold award for the school's strategic marketing campaign in 2008. (Contains 5 endnotes.)
From Labor Shortage to Labor Surplus: The Changing Labor Market Context and Its Meaning for Higher Education
Author: Fogg, Neeta P.
Date: 2009-00-00
Type: Journal Articles
Subjects: Higher Education,Labor Market,Labor Force Development,Supply and Demand,Labor Supply,Economic Impact,Economic Development,Economic Climate,Job Layoff,Structural Unemployment,Labor Turnover,Occupational Surveys,Education Work Relationship,Trend Analysis

The authors examine how the American economy has experienced sharp contractions in overall levels of output, income, and wealth resulting from the recent financial crisis, and how these losses have had an impact on the nation's labor market. The significance of these trends to American higher education is summarized in these terms: "Large labor surpluses in the coming years will mean intense competition for jobs among recent graduates, much higher unemployment among recent graduates, a sharp increase in underemployment, and a rise in part-time enrollment in the future" as people seek new skills and credentials to compete for fewer jobs. The authors stress that colleges and universities must adjust to a new labor market environment that is different in fundamental ways by regrouping and re-organizing their resources to effectively respond to the new labor surplus context that will characterize the nation's labor markets in the next decade. (Contains 7 tables, 6 endnotes and 5 charts.)
Enlightening Globalization: An Opportunity for Continuing Education
Author: Reimers, Fernando
Date: 2009-00-00
Type: Journal Articles
Subjects: Continuing Education,Higher Education,Global Approach,Educational Change,Competence,Cultural Awareness,Second Languages,Language Skills,Geography,World History,World Affairs,College Role,Distance Education

Globalization presents a new social context for educational institutions from elementary schools to universities. In response to this new context, schools and universities are slowly changing their ways. These changes range from altering the curriculum so that students understand the process of globalization itself, or developing competencies attuned with the demands of globalization (such as learning foreign languages), to restructuring educational activities and programs capitalizing on some of the integral components of globalization. Whether these changes are adequate or sufficient is the subject of much debate among educators and other constituents of the education enterprise, including parents, civic leaders, politicians, and business leaders. In this article, the author discusses the urgency to develop global competency. He argues that continuing higher education should capitalize on the growing need to develop global competency in the twenty-first century, which he defines as (1) a positive disposition towards cultural difference; (2) an ability to speak, understand, and think in [other] languages; and (3) a deep knowledge and understanding of world history, geography, and the process of globalization itself. The author stresses that through the use of technology and distance education, universities can promote the creation of global learning communities that will support the development of global competency among participants.