scholarly journals Research on University Continuing Education: Barriers and Future Possibilities

2013 ◽  
Vol 25 (2) ◽  
Author(s):  
Anne Percival ◽  
Bill Kops
Keyword(s):  
Education Research ◽  
Adult Education ◽  
Continuing Education ◽  
Research Activity ◽  
University Continuing Education ◽  
Traditional Approaches

This paper examines barriers to research on university continuing education (UCE) in terms of two groups of factors: those that inhibit adult education research generally, and those that are specific to the UCE context and adversely affect research activity in this setting. Within UCE, the mandate, culture, qualifications of staff, the nature of work, and the nature of research that is conducted make traditional approaches to research problematic. The paper suggests that acceptance of a broader conceptualization of research by university continuing educators could enhance research related to practice.

scholarly journals The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals

2017 ◽  
Vol 68 (1) ◽  
pp. 63-79 ◽  
Author(s):  
Ellen Boeren
Keyword(s):  
Data Mining ◽  
Qualitative Research ◽  
Education Research ◽  
Adult Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Quantitative Research ◽  
Critical Discussion ◽  
Journal Articles ◽  
Quantitative And Qualitative Research

An examination of articles published in leading adult education journals demonstrates that qualitative research dominates. To better understand this situation, a review of journal articles reporting on quantitative research has been undertaken by the author of this article. Differences in methodological strengths and weaknesses between quantitative and qualitative research are discussed, followed by a data mining exercise on 1,089 journal articles published in Adult Education Quarterly, Studies in Continuing Education, and International Journal of Lifelong Learning. A categorization of quantitative adult education research is presented, as well as a critical discussion on why quantitative adult education does not seem to be widespread in the key adult education journals.

scholarly journals Motivating Instruction in University Continuing Education: A Fresh Look at the Key Principles

2013 ◽  
Vol 27 (1) ◽  
Author(s):  
Edwin G. Ralph
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Continuing Education ◽  
Learning Process ◽  
Effective Instruction ◽  
Review Of The Literature ◽  
Practical Applications ◽  
University Continuing Education ◽  
Teaching Learning

This article revisits the critically important issue of how to motivate adults to learn. From a review of the literature on effective instruction, the author synthesizes five comprehensive principles that exemplary facilitators of adult learning typically apply in their sessions, courses, and programs to create and/or sustain learner interest. The article includes some practical applications of these principles for instructors, programmers, and others who wish to enhance the teaching/learning process in adult education.

scholarly journals The Prairie Symposium for Research on University Continuing Education: A Report

2013 ◽  
Vol 25 (2) ◽  
Author(s):  
Atlanta Sloane-Seale
Keyword(s):  
Education Research ◽  
Continuing Education ◽  
Summary Report ◽  
Research Networks ◽  
Future Directions ◽  
Research Issues ◽  
Current State ◽  
University Continuing Education

This paper presents a summary report of The Prairie Symposium for Research on University Continuing Education (PSRUCE) held in Winnipeg, Manitoba on June 3 and 4, 1999. The SSHRC-funded symposium was attended by the Deans and faculty from four prairie universities (Alberta, Calgary, Manitoba, and Saskatchewan). The Symposium was designed to provide a forum for the four universities to assess the current state, future directions, and challenges facing research on university continuing education in Canada; and to strengthen continuing education research networks and collaboration across these universities. This report summarizes the discussion including the definition and prioritization of research issues, recommendations made for strengthening research, and concrete plans for action.

scholarly journals University Continuing Education Units' Commitment to Research: Program Development as Scholarly Work

2013 ◽  
Vol 22 (2) ◽  
Author(s):  
Jack P. Blaney
Keyword(s):  
Continuing Education ◽  
Program Development ◽  
Research Program ◽  
Positive Relationship ◽  
Program Directors ◽  
Scholarly Work ◽  
Program Performance ◽  
Research Activity ◽  
University Continuing Education ◽  
Definition Of

The assumption that there is a positive relationship between research activity and program performance was tested. Thirty program directors were systematically rated on program performance and research activity to determine the degree of correlation, if any, between the two sets of ratings. Analysis of the data indicated there was no relationship between program performance and research activity. Nonetheless, Blaney believes that program personnel should be involved in scholarly work. He proposes a broader definition of scholarship and discusses three reasons for encouraging programmers to pursue scholarly work.

scholarly journals The Organizational Meaning of Research

2013 ◽  
Vol 30 (1) ◽  
Author(s):  
Marco Adria ◽  
Patricia Boechler
Keyword(s):  
Continuing Education ◽  
Meaning Making ◽  
Life Time ◽  
Cognitive Change ◽  
Organizational Life ◽  
Organizational Models ◽  
Research Activities ◽  
University Continuing Education ◽  
Organizational Action ◽  
Extended Reflection

Practitioners and theorists have given attention recently to the role and status of research activities in Canadian university continuing education units. For individuals in units that are increasing the proportion of their organizational activities devoted to research, there will be an ongoing process of cognitive change and development as a new organizational culture emerges. Sensemaking is used in this article as a heuristic for exploring the process of incorporating and developing research activities in university continuing education units. Sensemaking is the cognitive process of justifying or legitimating a decision or outcome after the decision or outcome is already known. It is associated with organizational models that reject an exclusively rational decision-making paradigm of organizational action. Sensemaking recognizes the centrality of the following elements in the interpretation of research activities and their relationship to organizational life: time, identity construction, and the ongoing creation of context. The authors provide an extended reflection on the process of meaning-making that may be experienced by individuals as conventional research becomes a more important part of organizational life. Such a reflection may support and inform the change process as it occurs in university continuing education units.

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.

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