Program planning activities are not culturally neutral but are replete with various cultural values and affected by them. This qualitative study was conducted in Korea and examines how cultural values influence educational planning in Korea. Specifically, the study was to examine how Confucian cultural values play out in educational planning in…

This book focuses on helping individuals to be effective educators and on helping improve the practice of continuing professional education. It identifies the elements of effective practice for continuing professional educators. The most common and important types of situations that continuing professional educators face, the range of choices open…

If planners want to be ethically responsible for the consequences of their work, all who are affected by the program should be at the planning table. The reality of planning is that those with the most power will construct programs according to their interests. Planners must take responsibility to foster substantive involvement. (JOW)

Adult educators (n=226) recalled incidents of power and influence behaviors in designing and planning programs. Cluster analysis identified four behaviors: shotgun, tactician, ingratiator, and bystander. These power and influence styles related to organizational contexts. Planners' personal characteristics did not affect choice of style. (SK)

This practical guide to the process of planning educational programs for adults explains the key challenges of planning in the real world of conflicting interests and power relations. Part 1 draws attention to the importance of program planning practice in adult education (Chapter 1) and offers a model of what adult educators actually do when…

Adult-literacy administrators (n=224) ranked eight marketing strategies in the following order (highest first): communicating with publics, maximizing access, minimizing costs, promoting programs, planning responsively, understanding learners, conducting market research, and segmenting markets. The two rated lowest are those most highly rated by…

Explains four theoretical concepts: power, interests, negotiation, and responsibility. Combines them into a theory of program planning that encourages adult educators to nurture a democratic process, taking into account the power relations that support or threaten it. (SK)

In this book, Ronald M. Cervero and Arthur L. Wilson offer a theory that accounts for planners' lived experience and provides a guide for developing effective educational programs for adults. The book presents three planning case studies that illustrate how power, interests, ethical commitment, and negotiation are central to planners' everyday…