Factors Affecting Changes in Adult and Continuing Education Programs in Private, Liberal Arts Colleges
Carpenter, John Heartwell
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/68865
Description
Title
Factors Affecting Changes in Adult and Continuing Education Programs in Private, Liberal Arts Colleges
Author(s)
Carpenter, John Heartwell
Issue Date
1983
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(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.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
