Departments and Professions: Institutionalizing Continuing Professional Education.

Autor/inn/en	Toombs, William; Lindsay, Carl A.
Titel	Departments and Professions: Institutionalizing Continuing Professional Education.
Quelle	(1986), (28 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Administrator Attitudes; College Faculty; Decision Making; Department Heads; Departments; Education Work Relationship; Higher Education; Interprofessional Relationship; Needs Assessment; Professional Associations; Professional Continuing Education; Program Administration; School Business Relationship; Teacher Attitudes + Suchen Sie Ihr Suchwort? Fakultät; Decision-making; Entscheidungsfindung; Department; Abteilung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bedarfsermittlung; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerverhalten
Abstract	The value of developing continuing professional education (CPE) programs at the department or program level was assessed at Pennsylvania State University. Four issues were explored: (1) the relationships between departments and traditional and emerging professions; (2) the degree of correspondence between the values and behaviors of department heads and faculty, especially on behaviors associated with CPE; (3) the appropriate locus of responsibility required by CPE; and (4) types of decisions made at the department level and how CPE may best be introduced. Information was collected from 33 departments, divisions, or sections through a background summary, pre-interview survey, and interview with the department head. It was found that departments are generally experienced with the kinds of activities required by a CPE program for professionals. The most usual avenue of departmental involvement with the profession was continuing education programs. Another valuable link with professions was through memberships in associations that includes practitioners. Both faculty and department heads thought that relationships with practitioners in research, scholarship, and publication were important. External public actions, such as recertification requirements, mandatory CPE, or sanctions were seen as the strongest stimulus for university involvement in CPE. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01