This study examined off-campus, nonresidential alumni continuing education offered by public and private colleges and universities during 1991-92. The focus was on programming designed for and offered to baby-boomer alumni and on fundraising activities connected with alumni educational programs. The study population consisted of 35 institutions. A preliminary telephone survey and a self-administered questionnaire were used for data collection. The findings of this study indicated three major conclusions. First, off-campus, nonresidential continuing education programs were not designed exclusively for and targeted to baby-boomer alumni. The most prevalent method for segmenting the alumni market was geographic segmentation, and all of the programs were targeted to alumni in a specific geographic region. However, baby-boomer alumni participated in these programs and accounted for 49% of the total program attendance. Second, differences existed between private and public institutions both in off-campus, nonresidential alumni continuing education and in fundraising activities connected with alumni educational programs. Private colleges and universities offered more off-campus, nonresidential alumni continuing education than did public institutions. Private institutions were also more likely to underwrite program costs than were public institutions, and program subsidies at private institutions tended to be larger than those at public institutions. Third, educational programming for alumni may enhance the prospects of private philanthropy. A high positive correlation existed between number of programs offered and each of the institutional variables of market value of endowment (.748); alumni financial support (.788); and total voluntary, financial support (.755). Even though other factors most likely affect these institutional variables, educational programming for alumni appears to enhance the prospects of private philanthropy. Longitudinal studies of the giving patterns of alumni who participate in continuing education should be designed, and additional research should be done on the correlation between participation in continuing education and philanthropy.
This book examines in detail the efforts of the University of Hong Kong to provide adult education opportunities at university level, the establishment of its Department of Extra-Mural Studies in 1956 and the School of Professional and Continuing Education (HKU SPACE) in 1992.
We recognize that our society and demands for lifelong learning changes rapidly, and needs to continue to be rapidly effectively infused in changing forms into the teaching and learning process. Conversations about Adult Learning in Our Complex World focuses the study of adult learning to address the issues of living and learning within a complex world- the epitome of the 21st century. Readers will find that this book is valuable for a wide variety of professors, researchers, practitioners, and students in fields related to adult learning and adult education as it reveals emerging research and trends relevant for today and tomorrow. Moreover, this publication represents some of the most innovative and thoughtful scholarship resulting from the work of the Adult Higher Education Alliance and, arguably, the field of adult education. The book is arranged thematically in five sections, each one dealing with a domain where intercultural competence and other fundamental skills may improve the learning experiences for adult learners. The sections include, The Learning Environment and Authentic Teaching, Interculturally Competent Classroom Practices, Programming for Adults—Redesigning University to Serve Adult Learners, Professional Development, Teacher Training, and Leadership Development, and Meaningful Assessment of Programs for Adults.
Adult education by Conference on Professional Continuing Education