The Win-Win of Adult Degree Programs

Autor/in	Ellis, J. Richard
Titel	The Win-Win of Adult Degree Programs
Quelle	In: New Directions for Higher Education, (2012) 159, S.5-13 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.20021
Schlagwörter	Adult Education; Private Colleges; Institutional Mission; Nontraditional Education; Nontraditional Students; Adult Learning; Organizational Theories; Governance; Participative Decision Making; Models; Program Administration; Higher Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Privathochschule; Non-traditional education; Alternative Erziehung; Adulte education; Organisationstheorie; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Analogiemodell; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Adult degree programs have been seen as a win-win solution for private colleges and adult learners, but their innovative and often-entrepreneurial postures are not a natural fit with governance structures in more traditional institutions. Through narrative and illustrative vignettes, this chapter presents an overview of efforts employed by some institutions to strike a balance between their historic missions and these nontraditional programs. In this article, the author stresses that whatever approaches a college or university takes to structuring adult studies programs, the successful institution will acknowledge the specific needs of adult learners and will design processes that are able to serve this growing segment of higher education. The result can be a win-win that provides needed educational services to adults and an expanded mission for the institution. (ERIC).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10