Pub Date : 2022-11-14DOI: 10.1080/07377363.2022.2119800
Carrie J. Boden, Catherine A. Cherrstrom, Todd Sherron, Maria Mohamed, L. Wilson, Kandi Pomeroy
{"title":"A Decade of Global Prior Learning Assessment: A Systematic Literature Review","authors":"Carrie J. Boden, Catherine A. Cherrstrom, Todd Sherron, Maria Mohamed, L. Wilson, Kandi Pomeroy","doi":"10.1080/07377363.2022.2119800","DOIUrl":"https://doi.org/10.1080/07377363.2022.2119800","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46587183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-14DOI: 10.1080/07377363.2022.2119799
Susan M. Yelich Biniecki
{"title":"International Continuing Professional Education: An Interpretive Study of Ecuadorian Educators’ Meaning-Making","authors":"Susan M. Yelich Biniecki","doi":"10.1080/07377363.2022.2119799","DOIUrl":"https://doi.org/10.1080/07377363.2022.2119799","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47459320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-23DOI: 10.1080/07377363.2022.2110828
Katie Sullivan, Kay Yoon, Rebecca Stephens
{"title":"Framing of Student Veterans in Higher Education Institutions’ Marketing Messages","authors":"Katie Sullivan, Kay Yoon, Rebecca Stephens","doi":"10.1080/07377363.2022.2110828","DOIUrl":"https://doi.org/10.1080/07377363.2022.2110828","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59391783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-20DOI: 10.1080/07377363.2022.2108642
Annelise Ewing Goodman
{"title":"Post-Traditional Students’ Perceptions of Mattering: The Role of Faculty and Student Interaction","authors":"Annelise Ewing Goodman","doi":"10.1080/07377363.2022.2108642","DOIUrl":"https://doi.org/10.1080/07377363.2022.2108642","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45318020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.1080/07377363.2022.2108649
Jonali Baruah, D. Dalton, J. Borchardt
{"title":"A Comparison of Online and Offline Support Modalities as Predictors of Stress Among Traditional and Non-Traditional College Students","authors":"Jonali Baruah, D. Dalton, J. Borchardt","doi":"10.1080/07377363.2022.2108649","DOIUrl":"https://doi.org/10.1080/07377363.2022.2108649","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45756539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-14DOI: 10.1080/07377363.2022.2106085
Melanie C. Zollner
{"title":"A Phenomenological Study: Challenges for Undergraduate Nontraditional Hispanic Women Students on the Path to Degree Attainment","authors":"Melanie C. Zollner","doi":"10.1080/07377363.2022.2106085","DOIUrl":"https://doi.org/10.1080/07377363.2022.2106085","url":null,"abstract":"","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43531187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-10DOI: 10.1080/07377363.2022.2087169
Carmel Roofe, Therese Ferguson, Saran Stewart, Neveta S. Roberts
The demand for higher education has been increasing in Jamaica as in many other Caribbean countries. Those who respond to such demands, pursuing further studies in higher education, will need to navigate many obligations and challenges. Additionally, some individuals may be First Generation (FG) adult learners and may lack the tacit knowledge and emotional sustenance to help them succeed. Consequently, adult learners pursuing postgraduate studies will need support in understanding themselves as learners and how to succeed. This study reports findings on challenges that non-traditional adult learners in a Jamaican higher education context face in pursuing postgraduate studies. Using the photovoice research method, qualitative data were collected from 10 adult learners through photographed representations of prompts, photovoice focus group discussions, and participants' reflections. The main findings revealed that the adult learners experienced multiple conflicting emotions as they engaged in their postgraduate programmes of study;experienced challenges balancing their multiple roles and responsibilities, some of which were linked to their status as FG adult learners;and characterised the COVID-19 pandemic as having a dualistic nature, one that exacerbated challenges whilst also offering them opportunities to focus on their studies as well as themselves. The article makes recommendations for supporting these adult learners at the institutional and personal levels as they pursue their studies.
{"title":"Provoking Reflection: A Photovoice Exploration of Non-Traditional Adult Learners’ Challenges in a Jamaican Higher Education Context","authors":"Carmel Roofe, Therese Ferguson, Saran Stewart, Neveta S. Roberts","doi":"10.1080/07377363.2022.2087169","DOIUrl":"https://doi.org/10.1080/07377363.2022.2087169","url":null,"abstract":"The demand for higher education has been increasing in Jamaica as in many other Caribbean countries. Those who respond to such demands, pursuing further studies in higher education, will need to navigate many obligations and challenges. Additionally, some individuals may be First Generation (FG) adult learners and may lack the tacit knowledge and emotional sustenance to help them succeed. Consequently, adult learners pursuing postgraduate studies will need support in understanding themselves as learners and how to succeed. This study reports findings on challenges that non-traditional adult learners in a Jamaican higher education context face in pursuing postgraduate studies. Using the photovoice research method, qualitative data were collected from 10 adult learners through photographed representations of prompts, photovoice focus group discussions, and participants' reflections. The main findings revealed that the adult learners experienced multiple conflicting emotions as they engaged in their postgraduate programmes of study;experienced challenges balancing their multiple roles and responsibilities, some of which were linked to their status as FG adult learners;and characterised the COVID-19 pandemic as having a dualistic nature, one that exacerbated challenges whilst also offering them opportunities to focus on their studies as well as themselves. The article makes recommendations for supporting these adult learners at the institutional and personal levels as they pursue their studies.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41627979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.1080/07377363.2022.2069984
David A. Housel
Abstract Since the voices of program administrators in adult English to Speakers of Other Languages (ESOL) programs in post-secondary and higher education settings were underrepresented in the research literature, this exploratory study of instructors of adult emergent bi/multilingual learners (EBLs) who became program administrators was an initial attempt at addressing this gap. The professional reflections of three program administrators, specifically regarding their transition into administration, were explored through semi-structured interviews. Analysis of their interview transcripts through a priori coding yielded three overarching themes: (1) leveraging preservice preparation and teaching experience as program administrators; (2) fostering professional development and growth of program staff and instructors; and (3) receiving guidance and support from superiors. The accuracy of the portrayal of the participants and the study’s findings were affirmed through extensive member checking. Characteristics of effective administrators of adult ESOL programs and preliminary suggestions for adjusting preservice preparation and ongoing professional development to support instructors to transition into administrative roles were identified. Areas for future research were also suggested.
{"title":"An Exploratory Study of Instructors Who Became Administrators of Post-Secondary ESOL Programs in the United States","authors":"David A. Housel","doi":"10.1080/07377363.2022.2069984","DOIUrl":"https://doi.org/10.1080/07377363.2022.2069984","url":null,"abstract":"Abstract Since the voices of program administrators in adult English to Speakers of Other Languages (ESOL) programs in post-secondary and higher education settings were underrepresented in the research literature, this exploratory study of instructors of adult emergent bi/multilingual learners (EBLs) who became program administrators was an initial attempt at addressing this gap. The professional reflections of three program administrators, specifically regarding their transition into administration, were explored through semi-structured interviews. Analysis of their interview transcripts through a priori coding yielded three overarching themes: (1) leveraging preservice preparation and teaching experience as program administrators; (2) fostering professional development and growth of program staff and instructors; and (3) receiving guidance and support from superiors. The accuracy of the portrayal of the participants and the study’s findings were affirmed through extensive member checking. Characteristics of effective administrators of adult ESOL programs and preliminary suggestions for adjusting preservice preparation and ongoing professional development to support instructors to transition into administrative roles were identified. Areas for future research were also suggested.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46700390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.1080/07377363.2022.2067729
Ann D. Bagchi, Elise Corasmin, Charles E. Menifield, P. Weber, A. Baveja, Kasny Damas, Dalvin Hill, Dwight Peavy
Abstract Scholars have begun to call for more formalized training of clinicians in “structural competency” as a way to address health inequities. Existing programs tend to focus on physicians. This continuing education program brought together a diverse group of academics and community partners to provide a more comprehensive and inclusive approach to structural competency training. The objective of this article is to outline the processes and procedures utilized to address structural determinants of health in a collaborative, community-based participatory research model. Study participants attended 12 weekly, two-hour seminars and completed electronic pre/post-knowledge surveys and a program evaluation form. The principal investigator and a graduate student reviewed open-ended survey responses using a grounded theory approach and summarized findings using narrative and descriptive statistics. Participants demonstrated an increased understanding of the distinction between structural competency and the social determinants of health. The program also led to successful collaborations on two research proposals. Even though structural determinants of health are distinct from the social determinants of health, many clinicians are unfamiliar with these distinctions. Working with an interdisciplinary team that includes community partnerships and individuals with diverse non-clinical areas of expertise can help healthcare professionals better understand these distinctions and how they influence patient outcomes. A multidisciplinary structural competency course can improve practical understanding of the structural determinants of health through an engaged community partnership platform.
{"title":"An Academic-Community Research Partnership to Enhance Structural Competency for Health Equity","authors":"Ann D. Bagchi, Elise Corasmin, Charles E. Menifield, P. Weber, A. Baveja, Kasny Damas, Dalvin Hill, Dwight Peavy","doi":"10.1080/07377363.2022.2067729","DOIUrl":"https://doi.org/10.1080/07377363.2022.2067729","url":null,"abstract":"Abstract Scholars have begun to call for more formalized training of clinicians in “structural competency” as a way to address health inequities. Existing programs tend to focus on physicians. This continuing education program brought together a diverse group of academics and community partners to provide a more comprehensive and inclusive approach to structural competency training. The objective of this article is to outline the processes and procedures utilized to address structural determinants of health in a collaborative, community-based participatory research model. Study participants attended 12 weekly, two-hour seminars and completed electronic pre/post-knowledge surveys and a program evaluation form. The principal investigator and a graduate student reviewed open-ended survey responses using a grounded theory approach and summarized findings using narrative and descriptive statistics. Participants demonstrated an increased understanding of the distinction between structural competency and the social determinants of health. The program also led to successful collaborations on two research proposals. Even though structural determinants of health are distinct from the social determinants of health, many clinicians are unfamiliar with these distinctions. Working with an interdisciplinary team that includes community partnerships and individuals with diverse non-clinical areas of expertise can help healthcare professionals better understand these distinctions and how they influence patient outcomes. A multidisciplinary structural competency course can improve practical understanding of the structural determinants of health through an engaged community partnership platform.","PeriodicalId":44549,"journal":{"name":"Journal of Continuing Higher Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45876640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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