{"title":"大门砰地关上:成人教育项目关闭","authors":"Lilian H. Hill, E. Isaac-Savage","doi":"10.1002/ace.20453","DOIUrl":null,"url":null,"abstract":"This autoethnographic study documents the stories of two adult education faculty members? experiences when their respective academic programs were closed. We situate our stories within changes in higher education economics and two theoretical frameworks: expectancy theory and psychological contract theory. Despite our isolation as the sole faculty member with adult education credentials, we continue to conduct research, teach, mentor students and colleagues, and remain engaged with the field of adult education.","PeriodicalId":373893,"journal":{"name":"New Directions for Adult and Continuing Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Doors slam shut: Adult education program closures\",\"authors\":\"Lilian H. Hill, E. Isaac-Savage\",\"doi\":\"10.1002/ace.20453\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This autoethnographic study documents the stories of two adult education faculty members? experiences when their respective academic programs were closed. We situate our stories within changes in higher education economics and two theoretical frameworks: expectancy theory and psychological contract theory. Despite our isolation as the sole faculty member with adult education credentials, we continue to conduct research, teach, mentor students and colleagues, and remain engaged with the field of adult education.\",\"PeriodicalId\":373893,\"journal\":{\"name\":\"New Directions for Adult and Continuing Education\",\"volume\":\"73 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"New Directions for Adult and Continuing Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1002/ace.20453\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"New Directions for Adult and Continuing Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1002/ace.20453","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This autoethnographic study documents the stories of two adult education faculty members? experiences when their respective academic programs were closed. We situate our stories within changes in higher education economics and two theoretical frameworks: expectancy theory and psychological contract theory. Despite our isolation as the sole faculty member with adult education credentials, we continue to conduct research, teach, mentor students and colleagues, and remain engaged with the field of adult education.
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