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|Title:||Factors Affecting Changes in Adult and Continuing Education Programs in Private, Liberal Arts Colleges|
|Author(s):||Carpenter, John Heartwell|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Adult and Continuing|
|Abstract:||The purpose of this study was to identify the changes in the nature of adult and continuing education programs in small, private liberal arts colleges between 1970 and 1978, and to identify the relationship between (1) these program changes and (2) facilitating and limiting factors. The study emphasized the development of new understandings rather than the testing of existing theories because of the emphasis on existing natural settings and the lack of theory relative to recent changes in continuing education programs in small, private, liberal arts colleges.
The first mail questionnaire established the existence of continuing education programs in 291 of the 570 private, liberal arts colleges in the population selected on the basis of their relatively small size and less selective admissions standards. The second questionnaire mailed to 151 colleges produced 85 usable responses. The data from these responses were analyzed quantitatively and qualitatively.
Adult and continuing education programs were more diversified in 1977-78, aimed at more specific clientele groups, and more likely to provide support services. Newer programs in 1977-78 had a higher proportion of non-credit programs than did all programs in 1970-71.
The types, extent, and effect of many factors on program changes were reviewed. Key factors were identified and discussed, including the importance of top-level administrative support, the amount of time a program administrator could devote to the program, and the length of time the program had existed.
Variations between primarily credit, primarly non-credit, and mixed programs were identified. Primarily credit programs tended to be better supported by top-level administrators and faculty members; tended to have full-time program administrators; and tended to be older.
Finally, implications for theoreticians and practitioners were described. Ten recommendations for practitioners initiating or developing an adult and continuing education program in small, private, liberal arts colleges were presented.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1983.
|Date Available in IDEALS:||2014-12-15|