Managing Credit Programs in Continuing Higher Education
In this discussion of managing continuing education credit programming units, three themes emerge. The first theme is that unit administrators must rely upon leverage, or influence, to coordinate programs effectively and to gain the institution's acceptance of policies and procedures that support the credit programming unit and the adult learners it serves. The second theme is the comprehensive nature of organizing and administering credit courses and programs. Administrators must simultaneously juggle needs assessment, budgeting, marketing, student recruitment and retention, program development, program coordination, faculty participation and development, budgeting and financing, various modes of course and program delivery, student support services, and course and program evaluation, while also attending to the demands and constraints imposed by external agencies and by the parent institution. The third theme is opportunity. Continuing education credit programming has reached a stage of maturity during the past decade. The potential for stimulation and personal and professional growth through such opportunities is boundless. Unit administrators must be willing to participate fully and proficiently in leading higher education into a new era of educational service to adults. (34 references) (CML)
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academic departments academic term academic units activities administrator's adult learners adult students agendas assist campus leaders campus leadership campus-based faculty Challenges of Credit choices client groups cohort college or department colleges and departments commitment communication constraints continuing education credit continuing education units continuing higher education contribute Coordinating a Comprehensive course and degree course evaluation course offerings courses and programs credit programming unit curricular decision degree programs Donaldson education credit courses education credit programming effective enrollment Evaluating Credit Courses evaluation results example expertise faculty members faculty participation focus gramming units important individual institution institution's instructional resources integrated involvement ming unit motivations needs assessment non-university instructors off-campus part-of-load participation in credit planning policies and procedures potential problems professional staff program evaluation program requirements programming unit administrators programming unit staff responsibilities role staff members support staff teaching adults tion unit's programs unit's total program