The Program for Higher Education Administration is surely essential in the provision of skills that are required for administration careers in post-secondary education, and for teaching and research in Higher Education. The Higher Administration Education Program accentuates a multidisciplinary standpoint as the foundation for developing efficient and effective administrators, policy makers or scholars (Goonen & Blechman, 2000). The Higher Administration Program includes an array of topics that are studied and examined in order to provide students with emerging trends, issues and specifics encompassing administration in higher education. One of the main topics evident in Higher Education Program is Adult Learning.
Reasons for Taking Adult Learning
Various reasons have been provided for understanding the objective behind adult learning. Tisdell and Eisen (2000) and Roehrig (2010) defined adult learning as the practice of facilitating the education and teaching of adults in educational institutions. Most adults engaging in post secondary education are usually those that are employed.
Usually, adults return to schools in order to gain supplementary levels of certifications or higher degrees as they continue their education. Much of the reasons why adults do this are based on employment criterion. Greenhouse said that, “Continuing education is more important than ever because most college graduates will go through five to seven job changes over their careers” (Greenhouse, 2010, p2). This assertion indicates that employment plays a considerable factor in determining adult education in higher education institutions. Additionally, adults return to school in order to gain a competitive edge as employees in their career.
Caprio surmised that adults return to school in order to sustain themselves as competitive employees for the duration of their respective careers by increasing several years of study (as cited in Greenhouse, 2010). Nevertheless, it is evident that adult learning and education poses significance to most adults and thus requires adequate research to ensure that it delivers the needs and requirements of adult learners.
In order to enable adult learning, it is necessary to comprehend and utilize different learning techniques that are different from those that are used in teaching young learners. According to Roehrig (2010), one of the main differences between young learners and adults is knowledge experience. Roehrig (2010) asserted that the learning experience adults go through could be further exemplified by inclusion of knowledge gained practically. Another reason that Roehrig provides to accentuate the difference between adult learners and young learners is the difference in the application of knowledge.
In order for adult learners to study and learn effectively regarding a respective topic or subject, they usually apply knowledge in a realistic manner. This enables them to simulate or create a representation of the respective problem in the subject and thus provide them with practical information or answers to the represented problem (Roehrig, 2010; Tisdell & Eisen, 2000). Accordingly, adult learners apply practical knowledge on the basis that such knowledge will enable them to augment their goals. In addition, the learning techniques employ the use of instructional techniques such as multimedia teaching in order to provide a simulation or a represented model that will allow adult learners to utilize practical knowledge effectively.
Adult learning is indeed an essential topic in the Higher Administration Program. This is because of the high number of adults that are returning to post secondary institutions in order to gain supplementary knowledge in their various areas of specialization. On a separate point, adult education applies practical knowledge. Thus, examining adult learning requires the incorporation of practicality in order to ensure that adult learners receive the best of education in the program.
Goonen, N. M., & Blechman, R. S. (2000). Higher education administration: A guide to legal, ethical, and practical issues. Westport, Conn: Greenwood Press.
Greenhouse, S. (2010, August 25). Learning curves on the career path. The New York Times. Retrieved from http://www.nytimes.com/2010/08/26/education/26JOBS.html?pagewanted=all&_r=0
Roehrig, L. (2010). The ABC’s of adult ed. Library Journal, 135 (10), 48-51.
Tisdell, E., & Eisen, J. M. (2000). Team teaching and learning in adult education: From negotiating relationships to implementing learning alternatives. In S. Imel (Ed.), Team teaching and learning in adult education (pp.86-90). San Francisco, CA: Jossey Bass.