Reshaping University Continuing Education: Leadership Imperatives for Thriving in a Changing and Competitive Market

2021 ◽  
pp. 1-16
Author(s):  
Gary W. Matkin
Keyword(s):  
Continuing Education ◽  
Education Leadership ◽  
Competitive Market ◽  
University Continuing Education

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.

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?

The Agile and Virtual University

2011 ◽  
pp. 26-34
Author(s):  
Maria Manuela Cunha ◽  
Goran D. Putnik ◽  
Eva Miranda
Keyword(s):  
Information Technology ◽  
Continuing Education ◽  
University Education ◽  
Virtual University ◽  
Learning And Teaching ◽  
University Continuing Education ◽  
New Concepts

The convergence of information technology developments, together with instructional and pedagogical developments, is creating opportunities for new paradigms of learning and teaching. New concepts of postgraduated university education and of university continuing education will emerge, where new roles for individuals and institutions will be available and where new requirements will shrink.

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 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 A Season for Everything: A Journal Well Done and a New One on Its Way

2016 ◽  
Vol 41 (1) ◽  
Author(s):  
Lorraine Carter
Keyword(s):  
Continuing Education ◽  
Board Of Directors ◽  
Canadian Journal ◽  
Working Group ◽  
Group I ◽  
University Continuing Education

In this final issue of the Canadian Journal of University Continuing Education (CJUCE), on behalf of the CAUCE Board of Directors 2015–2016 and the CJUCE–JPCOE Working Group, I would like to reflect on CJUCE’s past and JPCOE’s future. 

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