A benchmarking project to measure administrative processes and financial ratios received 57 usable replies from 300 noncredit continuing education programs. Programs with strong financial surpluses were identified and their processes benchmarked (including response to inquiries, registrants, registrant/staff ratio, new courses, class size,…

Attitudes, leadership skills, technical skills, and organizational support make the crucial difference between the reactive and proactive person or organization. These factors create the unique cluster of skills that set the effective continuing educator apart from others. (LRA)

Some recommendations to encourage effective marketing of continuing education programs are presented, and the use of strategic planning to develop programs is discussed. A marketing management program is seen as necessary for adding depth, substance, and integrity to continuing education programs. (MLW)

A study had two parts: (1) construction of behaviorally anchored rating scales for continuing education administrative positions, using the DACUM (Developing a Curriculum) process and (2) professional development needs assessment of 11 directors and 22 area representatives. The utility of the scales for administrator self-assessment of…

No relationship between equity and job satisfaction was found in the responses of 166 of 281 continuing education program administrators/coordinators. Men and women had similar perceptions of equity; however, what females bring to and receive from the job had significantly more influence on job satisfaction. Equity perceptions may depend on…

An econometric model is suggested for managing continuing education units in Canadian universities. The value of such a model would be to unify the various factors that are often considered in fragments in traditional ways of studying the problems of such units. Many difficulties exist in using such a model to discuss educational management, but…

Certain systems analysis techniques can be applied to examinations of program failure in continuing education to locate weaknesses in planning and implementing stages. Questions to guide an analysis and various procedures are recommended. Twelve issues that contribute to failures or discontinuations are identified. (Author/MLW)

Higher education institutions are creating academic centers or institutes run for and by older adults, often retired professionals. The organizations are quasi-independent and organize their own programs. While they are usually attached to continuing education divisions, they are also seen as a community service. (MSE)

This article proposes that the success of an alumni travel program depends on finding the right faculty leaders. Advice for selecting appropriate faculty includes learning as much as possible about the individual's interests and strengths, matching trips with enthusiastic professors, and considering potential benefits and disadvantages of faculty…

Functions of the continuing education office of a higher education institution are discussed. Continuing education offices usually offer not-for-credit courses, including personal enrichment and specialized professional courses. Summer sessions are the major activity of the office, and conferences may also be conducted by off-campus groups and…

Recommendations for program development with reduced resources include maintaining a quality-conscious approach to academic program development; appreciating and exhausting the entire institutional management process; making proactive use of resources; and finding and using the parallels between program planning and career development. (MSE)

The nature and organization of continuing education within the higher education systems of Canada, Finland, and the United Kingdom are examined and compared. Although there are considerable differences between the systems, there is also significant variation within them. Little stability is seen, and change is foreseen as pressures increase.…

It is argued that, in France, the role and status of continuing education in the university are unstable and are not accommodated well by the university system. Although the universities serve the greater community and public good, the focus of continuing education is individual advancement and the relationship remains problematic. (MSE)

France's statutory requirements for continuing education and the University of Paris' solutions are described. Results of 10 years' experience as an autonomous system are discussed, including pros and cons of fiscal and program autonomy and problems presented by the university's increasing interest in the continuing education market. (Author/MSE)

A project was conducted to identify good practice in continuing vocational education (CVE) and the barriers to increasing the quantity and quality of CVE provided by universities in the United Kingdom. During the project, 6 research briefing seminars were attended by 46 persons, 13 researchers conducted case studies, 17 researchers conducted key…