Human and material resources external and internal to adult education programs must be cultivated for program development. Methods include developing support of decision makers, being entrepreneurial, and demonstrating accountability. Issues include the need for flexible, responsive staff and structure, clearly defined policy, and flexible service…

Compares developments in Britain, France, and Germany, focusing on the trends toward marketing adult career guidance services. Describes how Germany's centralized system and the quasi-market based system in France might apply in Britain. (JOW)

Uses a ballooning analogy to offer nine suggestions for universities conducting major fund-raising campaigns: study the map and choose a direction; test the prevailing winds; choose and train your crew; gear up for the journey; stay on course; make every bit count; change course as needed; and capitalize on your successful landing. (DB)

Presents selected issues related to the development of universal service to networked information resources and services in a global networked environment. Defines universal service as a set of telecommunications services to which users should have access, including appropriate funding and interconnected public telecommunications infrastructure…

Discusses universal service policy in telecommunications in Australia in an historical context. Maintains that given the dynamic growth in information technologies, universal service should be reconceptualized within a knowledge-based discourse critically linked to considerations for deepening participatory democracy and that funding should be…

Review of research on employee relocation in the United Kingdom and North America identified barriers to relocation and types of personal and financial support provided by organizations. Force-field analysis assessed the relationship between barriers and organizational interventions, particularly in UK local government agencies. (SK)

Discusses the obligations of spending donor money at the university level: stewardship, donors' expectations, how to get maximum benefit from the money, and best projects to support. (PA)

A British project to develop a learning community had to overcome challenges of trust, lack of participation by young men, and the tendency to be led by funding. Project lessons include the following: community learning is community development; providers are co-learners; and information technology is an inspirer and an equalizer. (SK)

Reviews why academic medicine's institutions are unique and valuable; explains why the marketplace model, which has recently begun to dominate health care, does not work in this arena; and presents five approaches that leaders in academic medicine should take to work for the public good and strengthen public trust and support. (EV)

Explores the complicated relationships between donors, their financial and legal advisors, and planned giving officers. Offers advice for planned giving officers on managing the relationships among "allied professionals," particularly respecting the relationship between donors and advisors while seeking solutions that best serve the…

Discusses how Georgia State University for years ignored its alumni and had little in the way of private support, but that now, like similar urban institutions, it has changed course and has a nicer campus to show for it. (EV)

Provides advise on how schools and districts can establish continuing sources for their technology projects. Building fund sustainability into grant proposals is examined as are some general ways to sustain a project (both financially and programmatically) after the grant period. (GR)

Discusses the controversy that erupted when the University of North Dakota planned to drop its "Fighting Sioux" nickname and mascot, a benefactor announced his intention of withdrawing a $100 million gift and halting construction of an ice hockey arena. Describes the implications of the university's decision to retain the name for its…

For some European university researchers, the European Commission's (EC) thematic and transnational requirements deter application for research funds. For others, EC funding has supported their research and development efforts and expanded working relationships with partners in other countries. (SK)

Analysis of adult education research activities at the University of New Brunswick and St. Francis Xavier University indicates a great need for research but little activity or funding support. The research being done relates more to personal interests or political issues than to social or educational issues. (SK)