This autoethnographic study documents the stories of two adult education faculty members' experiences when their respective academic programs were closed. We situate our stories within changes in higher education economics and two theoretical frameworks: expectancy theory and psychological contract theory. Despite our isolation as the sole faculty…

Every adult learning center is continually changing, reflecting demographic changes in their community and state and federal mandates. OutFront--Leavenworth's only adult learning center--is not just changing: it is closing. In this article, the author examines the impact of the closure of the adult learning center in Leavenworth, Kansas. The…

Describes successful outcomes of the Travelers Aid programs for homeless people in Rhode Island--the Learning Center, Street Voices publications, and OASIS project for runaway youth. Discusses the potential impact of the termination of the federal Adult Education for the Homeless program. (SK)

The author identifies the relationship between the life cycle of adult training programs and their importance and practical application. This allows training programs to be prioritized and appropriate strategies to be identified. (CH)

Describes how adult students in Great Britain mobilized research, learning, and action in a campaign to protest building closures and funding cuts. (SK)

Years of meticulous research work can be lost when projects are discontinued. Institutional support can make all the difference. The Whitby Research Group coordinates projects, provides access to computers, and enables researchers to share their work in seminars. (JOW)

Learning from program failure hinges upon acknowledging that everybody fails and having the ability to cope. Coping techniques may include accepting blame, denying failure, analyzing failure, blaming others, talking and sharing, remaining objective, using stress management techniques, and taking another risk. (SK)

Reviews the development of a certificate in adult education for teachers in New Zealand, including issues related to the ideology of neoliberalism. Presents issues involved in the termination of the program and new directions for the training of adult educators. (Contains 21 references.) (SK)

A review of the 1983 attempt to close the Department of Adult Education at the University of Southampton illuminates the debates over the nature of adult education, the end of political consensus about educational policy, and the demise of the "Great Tradition" of university liberal education in the process of mainstreaming extramural…

University adult education programs (n=83) surveyed by telephone indicated the following: 17% phased out the program; students are 12% full time, 88% part time; most offer required/elective courses in adult learning and development theory; only 43 knew of the Standards for Graduate Programs in Adult Education; and only 32 of those used the…

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)

The legislated abolition of the Inner London Education Authority (ILEA) has resulted in a catastrophic decline in adult education, a market approach as opposed to ILEA's equal opportunities policies, reduction in staff, and narrowing of curricular focus. (SK)

Common causes of program failure are failure to meet expectations; presentation method; lack of interaction time; failure to adhere to schedule; lack of applicable information; poor service; lack of assistance in implementing new ideas; failure to account for cultural diversity; content already known; and failure to give presenters information…

Factors affecting program participants' failure to learn as expected include (1) carelessness in details; (2) confusion over program goals; (3) lack of commitment from management, participants, or trainers; (4) lack of clarity and courage; (5) lack of cultural sensitivity; and (6) disagreement between educators and learners about what is to be…

On 21 March 1941, the Council of the Workers' Educational Association of Victoria, Australia, (the Association) voted the organisation out of existence. The demise was in no way contemplated, and there was no practical reason why the Council acted in the way it did. This paper is the story of the destruction of a successful adult education…