Mapping the Field of Adult and Continuing Education
An International Compendium
Volume 4: Inquiry and Influences

Foreword by Steven B. Frye
Paper: 978 1 62036 537 3 / $28.00
Published: October 2017  

Cloth: 978 1 62036 536 6 / $95.00
Published: October 2017  

Lib E-Book: 978 1 62036 538 0 / $95.00  
About Library E-Book

Published: November 2017  

E-Book: 978 1 62036 539 7 / $22.99
Published: November 2017  

Publisher: Stylus Publishing
128 pp., 6" x 9"
Co-published with

The field of Adult and Continuing Education (ACE) has long been influential beyond its already porous borders and continues to be a source of important ideas, inspiration, and innovative practices for those in disciplines such as educational administration, social work, nursing, and counseling. Recognizing this, the American Association for Adult and Continuing Education commissioned the editors to create this compendium, which provides an invaluable resource to readers already established in the field, those entering the field, and to myriad neighbors of the field as well.

This four-volume compendium (also available as a combined e-book) brings together a host of national and international contributors to map the field of ACE in a series of brief articles addressing key theories and practices across its many domains and settings. These are arranged in four volumes, available either individually or as a set:

Volume One: Adult Learners
Volume Two: Teaching and Learning
Volume Three: Leadership and Administration
Volume Four: Inquiry and Influences

The volume on Adult Learners will include articles addressing topics such as adult development, diversity, learning abilities, the influence of personality on learning, and the role of experience in adult learning. By far the largest segment of learners in society, and currently the largest segment of college students as well, a better understanding of the adult learner is vital for educators of all kinds.

Volume two addresses Teaching and Learning topics ranging from methods and roles to programs and materials. Encompassing formal and informal learning, as well as the variety of focus and setting, from cultural to occupational, this volume explores the wide range of theory and practice in ACE.

Issues of Leadership and Administration such as planning and resource allocation, organizational change and culture, and the value of a shared vision for all stakeholders are addressed in the third volume. From practical matters like staffing and volunteers, to big-picture issues such as alternative visions for the future of the field, this volume offers vital knowledge and insight.

The final volume, on Inquiry and Influences, examines the context, trends, and methods of research and evaluation in the field’s many domains. Wide-ranging inquiry has always been a hallmark of ACE, and only continues to grow along with the recognition of the importance of adult learning for learners and for the society as a whole.

All four volumes are available as a single e-book, to make the most of the inter-relatedness of the various topics. This version uses live links in the table of contents and combined index (as well as keywords at the start of each article) to enable readers to follow their own topical interests and thus create unique learning pathways for themselves.

Table of Contents:
Foreword—Steven B. Frye
Introduction to Volume Four—Alan B. Knox

Section Thirteen: Organizational and Societal Influences
61) How national, regional and global associations influence adult learning policy—Alan Tuckett
62) Adult Education for Employment in the Global Economy—Ellen Scully-Russ
63) Professional Associations—Leslie A. Cordie
64) Professional Journals for Educators of Adults—Curtis A. Olson, Lorilee Sandmann
65) Land Grant Colleges and Universities
Regional and International Collaboration—Jeff Zacharakis, Sue Maes

Section Fourteen: Engaged Inquiry
66) Community Engaged Universities
Beneficial Exchanges—Séamus Ó Tuama, Hiram Fitzgerald, Lorilee Sandmann, James Votruba
67) Learning Cities
Advancing Lifelong Learning through Philosophy, Practice, and Policy—Leodis Scott
68) Analysis on Assessment of Learning Districts in Beijing—Cuizhu Zhang
69) Taiwan’s Community Universities: Meaning Making to Create Change—Ya-Hui Fang, Cuizhu Zhang
70) Popular Education from Ireland and the United States
History and Hope—Michelle Glowacki-Dudka, Brid Connolly
71) Strategies for Co-constructing Research with Aboriginal People in Adult Education—Marie (Aurélie) Thériault

Section Fifteen: Methods of Inquiry
72) Concept Mapping and Knowledge Modeling in Adult Education—Kevin M. Roessger, Barbara J. Daley
73) Historical Research in Adult Continuing Education—Amy Rose
74) Personal Perspectives by Educators of Adults—Gretchen T. Bersch
75) The Essence of Malcolm Knowles’s Teachings of Andragogy—John A. Henschke
76) Case Studies—Jill Zarestky
77) Educational Design Research—Thomas C. Reeves, Patricia M. Reeves

Section Sixteen: Assessment and Evaluation
78) Program Evaluation—Joseph S. Green
79) Proficiency Self-Assessments: Development and Use to Enhance Performance—Julia N. Savoy
80) Action Technologies
Contemporary Community-Engaged Action Research—Lorilee R. Sandmann, Karen E. Watkins

Editors and Contributors
Appendix: Contents for Volume 1, Volume 2, and Volume 3
Editors and contributors