Integrating lifelong learning in university management

Liu, Sandra S.; Wan, Chang-Da

doi:10.1080/026013799293513

Cited by 7 publications

(5 citation statements)

References 5 publications

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“…Is revenue derived from continuing higher education needed badly enough to ignore the nay-sayers? Young (1998) joins Professor James Broomall, University of Delaware, (personal interview, March 4, 2004) and Liu and Wan (1999) in supporting a multienvironmental context to widen the breadth and scope of professional continuing education. Several factors influence the growth of PCE (each of which is discussed in this chapter: a changing U.S. and world economy and its corresponding effects on workers; changing student demographics in the twenty-first century (Carew, 2004; a new concept, knowledge management; constantly evolving technology and its impact on learning; an academy that reaches out to the community to provide services and generate supplementary revenues; a new source of revenue; regulation of professional practice through PCE; PCE as a tool to connect with the community at large.…”

Section: A Challenge To Traditional Academementioning

confidence: 97%

“…Once viewed as an appendage to the institution, continuing higher education today plays a pivotal role in connecting the academy with the lifelong learning needs of its many customer cohorts and external community constituencies. Robinson (2002) and Liu and Wan (1999) suggest that attention to lifelong learning must become integrated into college and university management practices to be truly responsive to constituents. James Broomall further indicates that a challenge for higher education leadership is to institutionalize continuing education as lifelong learning takes on a more prominent role in society.…”

Section: The Academy Reaches Out To the Communitymentioning

confidence: 98%

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2006

ASHE Higher Education Report

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A N OLD ADAGE-THE TRULY EDUCATED never graduate-has come to exemplify the rationale for the growth and expansion of professional continuing education (PCE) programs in the United States. This monograph is about the trends and best practices in professional continuing education. It explores how this area of higher and adult education, once the sole province of colleges and universities, has now become an industry unto itself. It focuses on the plethora of organizations competing with the academy to meet the increasing demands for professional continuing education, including certification and licensing for training and preparation. PCE programs have become more numerous and diverse in nature as increased numbers of organizations other than traditional colleges and universities have entered the marketplace. The work is based on current literature in the field as well as in-depth reviews of programs and interviews with scholars and leaders.Growing demand for professional continuing education has motivated numerous public and private colleges, proprietary schools, and other kinds of professional associations and firms to entertain offering continuing professional education. In fact, colleges and universities, once secure in their sole ability to serve this marketplace and constituency, are now facing formidable competition from other organizations. The universe of continuing education providers has grown to include professional associations, professional practices, licensing agencies, nonprofit organizations, and commercial firms (publishers, equipment vendors, suppliers, and manufacturers) as well as employers (Clark and Shatkin,

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Section: A Challenge To Traditional Academementioning

confidence: 97%

Section: The Academy Reaches Out To the Communitymentioning

confidence: 98%

2006

ASHE Higher Education Report

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“…The advancement of information technology has developed a global communication network that generates knowledge-based employment opportunities (Altbach, 2005;Maehl, 2004). As the lifespan of contemporary people has increased, the notion of lifelong learning has guided more people to pursue personal and professional development opportunities (Jung & Cervero, 2002;Liu & Wan, 1999;Nicholls, 2000). Adult learning serves as a mean to acquire new knowledge and skills for the opportunities.…”

Section: Perspective(s) or Theoretical Frameworkmentioning

confidence: 99%

Case Study Analysis of Nontraditional Student Experience in Metro Campus MBA and MPA Programs

Maruyama¹

2019

Proceedings of the 2019 AERA Annual Meeting

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From an adult education perspective, the researcher discusses access to professional graduate education. An abbreviated literature review accentuates the finding that the existing literature has not addressed whether public universities have provided underrepresented populations with better access to professional graduate education. A case study was conducted to explore both elements that support nontraditional students to pursue an advanced degree at an urban campus and elements that impede their success. In this study, data were generated from interviews, direct observation, and document review. The findings highlight nontraditional student experience in Metro Campus MBA and MPA programs. Demonstrating a holistic understanding of the student experience helps students, faculty, staff, administrators, and policymakers to make more informed decisions on professional graduate education.

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“…Through studying this course, I have laid the foundation for future courses such as "Microwave Circuits and Systems" and "Antenna and Wave Propagation". The course "Fundamentals of Microwave Technology" [3] aims to face future education [4][5], and is designed based on virtual reality systems [6][7]. It integrates information technology teaching methods [8] and educational technology [9] throughout, vigorously improving teaching effectiveness.…”

Section: Introductionmentioning

confidence: 99%

Design and implementation of microwave transmission courses based on virtual reality and oriented towards future education

Liu,

Zhou,

Liu

2023

Atlantis Highlights in Computer Sciences

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Fundamentals of Microwave Technology" is a compulsory course for undergraduate majors in Electronic Science and Technology, playing a connecting role in the microwave series of courses. The course aims to face future education, and is designed and implemented based on virtual reality systems from aspects such as course characteristics, teaching objectives, learning situation analysis, content design, teaching concepts, and teaching methods. The idea of informatization runs through the entire course, and immersive teaching and experiential teaching are integrated throughout the course. The course design has clear ideas, complete content, and diverse methods, providing reference for the design and implementation of future oriented and virtual reality based courses.

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Integrating lifelong learning in university management

Cited by 7 publications

References 5 publications

Table of Contents

Table of Contents

Case Study Analysis of Nontraditional Student Experience in Metro Campus MBA and MPA Programs

Design and implementation of microwave transmission courses based on virtual reality and oriented towards future education

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