Back to the Future: Adjusting University Continuing Education Research to an Emerging Trend

Abstract

A major change is presently occurring in University Extension or University Continuing Education (UCE) units, from ongoing continuing education (CE) programs (certificates, etc.) to unique major projects supporting overall institutional goals and specific community needs. Given this change, the type of research traditionally associated with CE (market research, ongoing program evaluation, etc.) now needs to be at least supplemented, if not replaced, by a type of research more appropriate to the new type of activity occurring in extension/UCE units.For a number of theoretical and practical reasons, this research should consist largely of case studies of UCE programs and projects. An on-line database of these case studies could serve not only as a resource for improving practice, but also as the knowledge base underlying a graduate program offered by a consortium of UCE units. By creating a practice-based graduate program focused specifically on CE, in contrast to the broader, more theoretical programs generally offered by adult education departments, CE units can increase the amount, quality, and relevance of CE research.

The Rising Tide of Outreach and Engagement in State and Land-Grant Universities in the United States: What are the Implications for University Continuing Education Units in Canada?

“…Indeed, numerous articles and reports have recognized the experience, resources, and expertise that UCE practitioners in Canada can bring to the "engagement table" (Extension Committee on Organization and Policy, 2002;McDowell, 2004;Thompson & Lamble, 2000;Walshok, 1999;Ward, 2003). Moreover, as noted by others (Archer & Wright, 1999;Cram & Morrison, 2005;Fear & Sandmann, 1995;Garrison, 2001;Selman, 2005), a period of significant opportunity may be at hand for UCE units to provide the leadership needed for their host institutions to become truly "engaged." At the same time, as we have outlined, this opportunity is not without risks.…”

“…Our overarching concern is the future role of continuing education, and continuing education units, at Canadian universities. As both Archer and Wright (1999) and Selman (2005) observed, UCE has passed through several distinct eras in Canada and appears poised to enter another, as of yet uncertain, phase of development. Using conceptual background and case-study research on the outreach and engagement model and its implementation, we hope to foster further reflection and discussion of the opportunities and challenges that this model presents for the future of UCE in Canada.…”

“…32, No. 1, Spring 2006 On the other hand, it is a period in which UCE is seen to have abandoned its commitment to serving social justice through educational programming (Archer & Wright, 1999;Collins, 1991;Cram & Morrison, 2005;Cruikshank, 1991Cruikshank, , 1998Cruikshank, , 2001Einsiedel, Jr., 1998;Selman, 2005;Thompson & Lamble, 2000;Welton, 1987). Some authors have claimed that UCE in Canada was historically the site of social activism by educators struggling for community development and justice.…”

About Us: Expressing the Purpose of University Continuing Education in Canada

“…What was, what is, and what should be its purpose? Archer and Wright (1999), Cram and Morrison (2005), Cruikshank (1991Cruikshank ( , 1998Cruikshank ( , 2001, Einsiedel (1998), Karpiak and Kops (1995), Kreber and Mhina (2005), McLean (1996), McLean, Thompson, and Jonker (2006), Nesbit, Dunlop, and Gibson (2007), Selman (2005), and Thompson and Lamble (2000) have asked these questions, in various forms, in the pages of this journal. A different approach is taken in this article: I examine how continuing education units across the country actually express the purpose of their work.…”

Leadership in Continuing Studies: The Reflections of a Dean

“…With its history as an incubator of innovation (Archer, Garrison, & Anderson, 1999), CS is ideally situated to recognize and meet these changes. The added challenge in the present era is that CS units must be much more entrepreneurial to survive over the long term, and this requires bold leadership-not so different from the early days of extension and continuing education (Archer & Wright, 1999).…”