The program budget is seen as usually measuring the cost of resources used in a program, but it is suggested that it should be extended to measure and evaluate program quality. Types of budgets, building a budget, politics of budgeting, and budgeting for quality are discussed. (Author/MLW)

Full institutionalization of experiential learning programs remains a major challenge for educators. Their reasons for resistance to change and strategies for overcoming it are discussed. A checklist for change agents is provided. (MLW)

Implications from common themes underscore the need to redefine and expand the purposes of professional education and to consider experiential learning programmatically in relation to these purposes. Other implications relating to program design and to how we view and manage the process of learning are summarized. (Author/MLW)

Present efforts by colleges to develop new learning opportunities for adults are characterized as a highly significant movement that seeks to meet the needs of many millions of adults, in the judgment of a former chancellor of universities and university systems. (Author/MSE)

Cooperative programs are distinguished by their emphasis on being educational, on providing productive work, and on being an integral part of the curriculum. Implications for program definition and olanning are discussed. (Author/LBH)

Starting programs for new kinds of adult students without delay is one of the urgent actions recommended for the college by a college president widely known for his success in this area. (Author)

The historic sources of graduate study in the United States, specifically the German influence, are examined, and the relationship of current experiential learning to past traditions of graduate study is discussed. Greater flexibility in the use of experience in graduate instruction and research is suggested. (MLW)

The programs of sponsored experiential learning can improve their bargaining position within the institution by practicing and demonstrating cost-effective forms of operation. Effective sponsored experiential learning programs can actually increase the cost-effectiveness of the host institution. (MLW)

Developing basic competencies of the successful professional is seen as the purpose of professional education. The basic competencies of the applied behavioral scientist are described. The conditions and processes for developing competencies are discussed, emphasizing the need for multi-modal learning experiences and the development of the whole…

The agenda for promoting and expanding experiential learning in other cultures includes building commitment, examining organizational issues in program planning and implementation, assessment needs, and discussion of faculty and student rewards of cross-cultural study. Additional resources and literature references are given. (MSE)

Moving problem-centered, experiential programs into the mainstream of graduate and professional education will require more formal mechanisms for leadership. Students of graduate education programs that infuse the disciplinary study of academe with the applied perspective of professional practice gain broader contact with the problems of the…

Research on cross-cultural learning helps to explain some of the variables with which program planners and evaluators must work to make attitudinal and adjustment elements of cross-cultural experiential learning successful. Clear delineation of program objectives (affective, cognitive, behavioral) and on-site contact persons are recommended. (MSE)

Preprogram, field experience, and postprogram activities (e.g., community study skill development, communication skill development, orientation assignments, the university environment abroad, the family home-stay, work experiences, independent projects) can be used to enhance the value of cross-cultural experiences. (MSE)