scholarly journals Aligning Continuing Education Units and Universities: Survival Strategies for the New Millennium

2013 ◽  
Vol 27 (1) ◽  
Author(s):  
Nancy Petersen
Keyword(s):  
Focus Groups ◽  
Continuing Education ◽  
National Survey ◽  
Survival Strategies ◽  
Research Mission ◽  
Financial Benefits ◽  
Education Deans ◽  
The University ◽  
Level Of Importance ◽  
New Millennium

The 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.

scholarly journals Aligning Continuing Education Units and Universities: Survival Strategies for the New Millennium

2013 ◽  
Vol 27 (1) ◽  
Author(s):  
Nancy Petersen
Keyword(s):  
Focus Groups ◽  
Continuing Education ◽  
National Survey ◽  
Survival Strategies ◽  
Research Mission ◽  
Financial Benefits ◽  
Education Deans ◽  
The University ◽  
Level Of Importance ◽  
New Millennium

The 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.

scholarly journals The Continuing Education of Faculty as Teachers at a Mid-sized Ontario University

2011 ◽  
Vol 2 (1) ◽  
Author(s):  
Lorraine M Carter ◽  
Bettina Brockerhoff-Macdonald
Keyword(s):  
Literature Review ◽  
Focus Groups ◽  
Continuing Education ◽  
North American ◽  
Teaching Resources ◽  
University Teachers ◽  
The World ◽  
Groupes De Discussion ◽  
The University ◽  
Over Time

The findings outlined in this paper are the result of focus groups conducted with faculty at a mid-sized Ontario university. These nine faculty, all of whom have received awards of excellence from their university for their teaching, shared their insights about how they developed as teachers over time. More specific topics explored were as follows: how they first learned about teaching; how they continue to learn about teaching; resources that might have helped early in their teaching careers at the university; and advice they have about teaching for new university teachers, mid-career teachers, and teachers approaching retirement. While many of the observations offered here are specific to Ontario and some of the literature review is North American in focus, the paper offers valuable insights into how faculty learn to be teachers which may be helpful to universities around the world. Cet article présente les résultats d’entrevues menées avec des groupes de discussion composés de membres du corps professoral d’une université ontarienne de taille moyenne. Les 9 professeurs participant ont tous reçu des prix d’excellence de leur université pour leur enseignement. Lors de ces rencontres, ils ont expliqué comment ils ont évolué à titre d’enseignants au fil du temps. Les sujets particuliers suivants ont été abordés : leurs premiers apprentissages en matière d’enseignement; leurs apprentissages subséquents; les ressources qui les ont aidés tôt dans leur carrière d’enseignant à l’université; les conseils qu’ils ont à offrir aux enseignants universitaires qui viennent de débuter leur carrière, à ceux qui sont à mi-parcours et à ceux qui approchent de la retraite. L’article fournit un aperçu utile sur la façon dont les membres du corps enseignant apprennent à devenir des enseignants. Même si bon nombre des observations présentées sont spécifiques à l’Ontario et si une partie de la recension des écrits est d’origine nord-américaine, ces informations peuvent servir aux universités à l’échelle internationale.

The Privatization of Good: An Inaugural Lecture

1990 ◽  
Vol 52 (3) ◽  
pp. 344-361 ◽  
Author(s):  
Alasdair MacIntyre
Keyword(s):  
Continuing Education ◽  
Associate Professor ◽  
Christian Ethics ◽  
Alasdair Macintyre ◽  
Inaugural Address ◽  
Inaugural Lecture ◽  
University Of Notre Dame ◽  
The University

Alasdair MacIntyre was installed in 1989 as the first occupant of the McMahon/Hank Chair in Philosophy at the University of Notre Dame. On April 18, 1990, he delivered his inaugural lecture, “The Privatization of Good,” before a large and appreciative audience in Notre Dame's Center for Continuing Education. He invited three Notre Dame colleagues to comment on his presentation: Donald P. Kommers, Professor of Law and Government, and Editor of The Review of Politics; William David Solomon, Associate Professor of Philosophy; and Richard McCormick, S.J., John A. O'Brien Professor of Christian Ethics. The following pages include the inaugural address, the remarks of two of the three commentators, and Professor Maclntyre's response. The editors wish to thank Professor MacIntyre for his cooperation in publishing his inaugural address.

NEWS AND ANNOUNCEMENTS

PEDIATRICS ◽  
1973 ◽  
Vol 52 (2) ◽  
pp. 313-314
Keyword(s):  
Los Angeles ◽  
Continuing Education ◽  
Health Sciences ◽  
Pediatric Urology ◽  
University Of California ◽  
School Of Medicine ◽  
Ucla School ◽  
Recent Advances ◽  
Conference Center ◽  
The University

SEMINAR IN PEDIATRIC UROLOGY: The UCLA Advanced Seminar in Pediatric Urology, to be held August 15-19, 1973, at the University of California Residential Conference Center, Lake Arrowhead, will stress recent advances in clinical and practical aspects of pediatric urology. The course, co-sponsored by the Department of Continuing Education in Health Sciences and the UCLA School of Medicine, will have Drs. Lowell R. King and Richard P. Lyon as guest faculty. For information write Department of Continuing Education in Health Sciences, University Extension, P.O. Box 24902, UCLA, Los Angeles, California 90024.

Applied sciences continuing education at Simon Fraser

1987 ◽  
Vol 1 (2) ◽  
pp. 141-143
Author(s):  
Donald A. George ◽  
June R. Landsburg
Keyword(s):  
Applied Sciences ◽  
Continuing Education ◽  
Collaborative Work ◽  
Management Program ◽  
Academic Departments ◽  
Engineering Science ◽  
New Faculty ◽  
University Continuing Education ◽  
The University ◽  
Simon Fraser University

At Simon Fraser University, continuing education activities are developed and administered by the division of Continuing Studies working in association with the university's academic departments. The Applied Sciences Program, a Continuing Studies unit, was formed in early 1986 to parallel the new Faculty of Applied Sciences established in 1985 in a major reorganization of the University. This faculty is composed of the Schools of Computing Science, Kinesiology and Engineering Science plus the Department of Communication and the Natural Resources Management Program. The article focuses on the School of Engineering Science and their collaborative work with industry in continuing education.

scholarly journals About Us: Reflection and Dialogue on the Purpose of University Continuing Education in Canada

2013 ◽  
Vol 34 (1) ◽  
Author(s):  
Lois Gander
Keyword(s):  
Continuing Education ◽  
Reference Point ◽  
University Of Alberta ◽  
Legal Studies ◽  
Full Circle ◽  
University Continuing Education ◽  
The University

This article is a response to Scott McLean’s (2007) CJUCE Forum article “About Us,” which set out the claims that university continuing education (UCE) units make about themselves on their websites. Using the activities of the Legal Studies Program of the Faculty of Extension at the University of Alberta as a reference point, this article suggests that the activities of UCE units may not be as bland as their purpose statements suggest. The ability of those statements to represent the visions of UCE units is questioned, as is the adequacy of the processes by which such statements are generated. In doing so, the author exposes the need to catalogue what UCE units are actually doing and reflect on why we seem to need to downplay some of those activities. The article concludes with the suggestion that in presenting a synthesis of the units’ purpose statements, McLean takes UCE units full circle to the debate he set to the side: What should UCE units do?

scholarly journals A (IN)SEGURANÇA SILENCIOSA NOS CÂMPUS UNIVERSITÁRIOS: estudo na Universidade Federal do Triângulo Mineiro

2019 ◽  
Vol 23 (2) ◽  
pp. 465
Author(s):  
Max André Antonio Rodrigues ◽  
Daniela de Castro Melo
Keyword(s):  
Risk Management ◽  
Focus Groups ◽  
Public Administration ◽  
Security Policy ◽  
Social Problems ◽  
Security Risk ◽  
Research Interview ◽  
Security Risk Management ◽  
The University

A segurança pública é um dos principais problemas sociais do Brasil e incide em todas as esferas da sociedade, inclusive nas Universidades. O objetivo desta pesquisa foi realizar um diagnóstico da segurança institucional na Universidade Federal do Triângulo Mineiro – UFTM com o intuito de desenvolver e implantar uma política de segurança na universidade. Trata-se de estudo de caso, com pesquisa bibliográfica, documental, entrevista e grupos focais. O diagnóstico evidenciou a insegurança silenciosa que a comunidade acadêmica da UFTM vive, com problemas estruturais e organizacionais.Os resultados mostraram a necessidade de desenvolver ações de intervenção relacionadas à segurança no entorno da universidade, implementação de câmeras de vigilância e de departamento de segurança institucional, termais vigilantes e melhorar o controle na entrada das unidades da universidade. Palavras-chave: Administração pública. Segurança universitária. Gestão de riscos. Segurança institucional.THE SILENT(IN) SECURITY IN UNIVERSITY CAMPS: study at Federal University of Triângulo MineiroAbstractPublic security is one of the main social problems in Brazil and affects all spheres of society, including universities. The objective of this research was to make a diagnosis of institutional security at the Federal University of Triângulo Mineiro -UFTM in order to develop and implement a security policy at the university. This is a case study, with bibliographic, documentary research, interview and focus groups. The diagnosis showed the silent insecurity that the UFTM academiccommunity lives with structural and organizational problems. The results showed the need to develop intervention actions related to security around the university, implementation of surveillance cameras and institutional security department, have more vigilantand improve control at the entrance of the university units.Keywords: Public administration. University security. Risk management. Institutional security.

Utilization-focused evaluation of the cohort-based ethical strategic leadership M.B.A. program offered by the Harmon College of Business and Professional Studies at the University of Central Missouri

2016 ◽  
Author(s):  
◽  
Daniel H. Jensen
Keyword(s):  
Focus Groups ◽  
Program Effectiveness ◽  
Leadership Competencies ◽  
Professional Work ◽  
University Of Missouri ◽  
Mba Program ◽  
Current Design ◽  
College Of Business ◽  
The University ◽  
Utilization Focused

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Program assessment allows administrators to facilitate strategic changes that integrate external opportunities and internal capabilities for long-term viability and relevance of the program (Wells and Wells, 2011). In this dissertation, the framework of utilization-focused evaluation with a mixed methods approach was used to explore how a cohort-based MBA program for working professionals created outcomes in terms of leadership competency development, career enhancement, and organizational impact. Additionally, this study investigated the overall effectiveness and impact of the educational program itself in terms of marketing, recruitment, onboarding, course delivery, assessment, and adaptive change. The participants in this study consisted of six alumni, 20 current students, five administrators, and ten faculty members. Data collection methods included surveys, focus groups, and interviews. The basis for the alumni and student surveys was a researcher created assessment of sixteen leadership competencies and their importance in professional work. A combination of survey-based, open-ended questions, focus groups, and interviews were used to gain an understanding of stakeholder perceptions of program effectiveness and impact. The data revealed growth in all sixteen leadership competencies with "Building Trust," "Communication," and "Planning and Organizing" identified as being most important for current professional work. Substantial value creation generated by students as a result of participation in the program was not uncovered through this research. In terms of program effectiveness and impact, the general consensus revealed many program strengths, but in its current design, it is not an ideal fit for the stakeholders involved.

Who owns the student voice?

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Lauren Dickinson ◽  
Antonia Fox
Keyword(s):  
Focus Groups ◽  
Concept Mapping ◽  
Student Voice ◽  
Mixed Method ◽  
Student Activities ◽  
Personal Connection ◽  
Student Union ◽  
The University ◽  
Method Approach ◽  
Insight Into

This research, undertaken by Student Fellows (a scheme managed by both the University of Winchester and Winchester Student Union), aims to evaluate students’ perceptions of student voice at the University and to raise awareness of the opportunities available. Through the mixed-method approach of concept mapping, focus groups and surveys, the hope is to target the gap in the literature of this field. Having a personal connection with this project gave us a powerful insight into the students’ mindset and therefore allowed us to address the issue directly, particularly with regard to the decrease in engagement with student activities from school to university.

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