Outlines pertinent autobiographical factors related to subsequent community services/continuing education experiences in establishing legitimacy, identifying resources, promoting cooperation and participation inside and outside the institution, using help, involving the president and faculty, and achieving early visible success. Offers guidance…

Cites the advantages of implementing formal planning strategies for community colleges and continuing education. Warns that goal setting for the enhancement of institutional quality must not be overlooked in favor of quantifiable emphases. Describes five phases of the planning process: preplanning, strategic planning, operational planning,…

Reviews the development of Grant MacEwan Community College's continuing education program from a centralized model to a still-evolving multidimensional decentralized model. Addresses the problems and benefits of the decentralized administrative model. (AYC)

Details steps in a continuing education division planning model; i.e., define the planning group, develop a planning attitude, analyze internal and external environments, develop a mechanism for forecasting trends, hold planning sessions for determining strategic focus and operational plans, establish a timetable, hold follow-up/evaluation…

Considers the role of community services/continuing education (CS/CE) managers in shaping the future of their programs and the transformation of CS/CE management to a community-based, strategically oriented enterprise. Defines strategic management, listing its concrete, action-oriented elements. Reviews six phases of strategic change linked to…

Recommends, for the management of community college adult/continuing education programs, strategic planning to determine the unit's niche within the educational marketplace and interorganizational "coupling" as a means of cooperating with other organizations to foster innovation. Offers a case study of "coupling" at Allegany…

States that strategic management requires continuing education leadership to engage in explicit community services goal reaffirmation. Calls for a reassessment of college funding options; risk taking as part of modification for change; linkages with business, industry, and government; maintenance of staff morale and confidence; and strategic…

Provides citations and abstracts to seven ERIC documents dealing with issues affecting the management of community education/community service programs, including program development, funding, contract education, human services, and educational marketing. (DMM)

Reports on a 1985 survey of community services/continuing education administrators conducted to determine administrator characteristics in the following areas: personal data, academic preparation and experience, professional activities, primary position goal, and percentage of time spent on various college functions. (DMM)

Reviews findings from a 1971 study of the structure and design of community services/continuing education (CS/CE) in community colleges; and from a 1989 study of the tasks that CS/CE administrators perform. Assesses CS/CE administrators' leadership role in helping people build communities and other aspects of the community college mission. (DMM)

Examines the historical roots of community services in community colleges. Offers suggestions for keeping community colleges on the frontier of the development of these institutions (e.g., bringing the program into the instructional mainstream, emphasizing program planning, encouraging instructional innovation.) (DMM)

Argues for the incorporation of community services and continuing education into the mission and practice of community colleges. Considers the role that program administrators have played in further isolating community services. Discusses issues related to community relations, professional development, and resource allocation. (DMM)

Traces the efforts of the Division of Continuing Studies at a large northeastern state university to regain fiscal solvency through business and leadership techniques including management by objectives, section management, and a course confirmation formula. Warns program administrators about potential problems with break-even registration…

Describes the College of DuPage's Business and Professional Institute, which emphasizes nontraditional education/training methods and support from the business and professional communities. Discusses the Institute's assumptions, implementation strategies, and analysis of applicable program models. Explains the matrix management model that was…