Negotiating the Role of University Continuing Education Programs

2001 ◽  
Vol 42 (1) ◽  
pp. 59
Author(s):  
Karen Novick
Keyword(s):  
Continuing Education ◽  
Education Programs ◽  
University Continuing Education

The Actress as a Mental Health Teacher

1973 ◽  
Vol 4 (2) ◽  
pp. 183-190
Author(s):  
Hugh James Lurie
Keyword(s):  
Mental Health ◽  
Continuing Education ◽  
Role Playing ◽  
Psychiatric Education ◽  
Group Therapist ◽  
Education Programs ◽  
Teaching Team

This paper describes the role of an actress in a program for the psychiatric education of nonpsychiatrist physicians and nurses. Not only can the actress use her skills in role-playing and simulated interviewing situations, but she can also become an active and essential member of the psychiatric teaching team. In the program described here, the actress has come to serve as an individual and group therapist and as a communications facilitator. The situations in which she can effectively serve these functions are delineated, and the general implications for a broader role for an actress in continuing education programs are discussed.

scholarly journals Efficient, Effective, and Ethical Practice in Lifelong Learning

2013 ◽  
Vol 22 (1) ◽  
Author(s):  
Thomas N. Guinsburg
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Goal Setting ◽  
Professional Values ◽  
Ethical Practice ◽  
Education Programs ◽  
University Continuing Education ◽  
University Programs ◽  
The Relationship ◽  
Ethical View

This 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's 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'être grounded in ethically based effectiveness can ensure the sort of future we want for university programs of lifelong learning.

scholarly journals Reframing University Continuing Education’s Role in Community Engagement

2013 ◽  
Vol 38 (1) ◽  
Author(s):  
Heather McRae
Keyword(s):  
Continuing Education ◽  
Community Engagement ◽  
Research Partnerships ◽  
University Campuses ◽  
Engagement Strategies ◽  
University Continuing Education ◽  
The Social ◽  
Funding Opportunities ◽  
National Networks

In Canada, a growing interest within higher education in community engagement practices is evidenced through the establishment of national networks, funding opportunities for community-university research partnerships, and the development of specially designated centres on university campuses. However, based on the literature in continuing education, the role of university continuing education (UCE) units in supporting community engagement is not clear. Many UCE units have been involved and continue to be involved in developing and implementing various types of community engagement activities, yet the work of these units is not widely recognized within the university and the community as contributing substantially to the social purpose mission of the institution. The pressures and tensions relating to balancing the social and economic goals of the UCE unit may be influencing the role of UCE in community engagement. Strategies identified in this article that could assist UCE in embedding community engagement within the practice and in reframing the focus of UCE include the development of a community engagement framework and measurement tools that assess outcomes leading to positive social change.

scholarly journals Digital Curation Education and Training: From Digitization to Graduate Curricula to MOOCs

2015 ◽  
Vol 10 (1) ◽  
pp. 144-153 ◽  
Author(s):  
Helen R. Tibbo
Keyword(s):  
Continuing Education ◽  
Data Curation ◽  
Foreseeable Future ◽  
Education Programs ◽  
Digital Curation ◽  
Funding Agencies ◽  
Graduate Curricula ◽  
And Training ◽  
Digital Assets

This paper traces the development of digital and data curation curricula. Due to the brief length of this paper, the focus is on North American initiatives and primarily on continuing education programs. It explores the strengths and weaknesses of professional workshops and the creation of graduate-level courses, certificates, degrees and MOOCs, as well as the role of funding agencies in this process. It concludes with an analysis of what is missing and what is needed to create the workforce required to steward digital assets in the foreseeable future.

The Role of the J-School in Mid-Career Education

1981 ◽  
Vol 36 (2) ◽  
pp. 3-8
Author(s):  
John De Mott
Keyword(s):  
Continuing Education ◽  
Career Education ◽  
Education Programs ◽  
Major Activity ◽  
New Challenges

With prospects of smaller undergraduate enrollments in the years ahead and with the urgency to create new challenges for schools and departments of journalism, continuing education programs can become a major activity for imaginative and progressive journalism educators and administrators.

Quality Management in German Higher Education

2020 ◽  
pp. 1-26
Author(s):  
Anita Mörth
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Continuing Education ◽  
Education System ◽  
Future Research ◽  
Education Programs ◽  
Higher Education System ◽  
University Continuing Education ◽  
Quality Dimensions ◽  
Insight Into

This chapter provides an insight into quality management in university continuing education at German higher education institutions. First, it sets the context by explaining the position and characteristics of university continuing education within the German higher education system as well as current provisions, existing recommendations, and concepts for quality management (QM) within this area. Based on the analysis of selected university continuing education programs, the chapter then (1) outlines crucial aspects that need to be tackled in regard to QM, (2) presents a variety of concrete quality management activities that have been put into practice, and (3) describes empirically based quality dimensions specific to university continuing education. The chapter includes possible areas for future research and development.

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