Partnerships between University and Adult Education Providers

Partnerships between University and Adult Education Providers

Maria Martinez Witte, Azzam Abd-El Naby Ahmed, James E. Witte
Copyright: © 2013 |Pages: 14
DOI: 10.4018/978-1-4666-4249-2.ch016
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Lifelong learning can be enhanced through the establishment of academic and societal community partnerships. Adults face a multitude of challenges and roles that impact their ability to succeed in a teaching and learning environment. The motivation to pursue learning experiences will also vary and needs to be accounted for when working with the individual adult education learner. Post-secondary institutions can serve to bridge education, research, training, and service to the community. This chapter discusses current practices and advances within partnerships that have been established between university and adult education providers.
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Partnerships can be defined as a relationship between two or more parties that cooperate with joint rights and responsibilities (Partnership, 2012). Partnerships may be arranged through different associations or perceptions. This may include the use of a business model or specific language to define the relationship. Relationships can be built if there is a foundation of trust and respect. Wagner and Muller (2009) identified eight elements of a powerful partnership which were complementary strengths, a common mission, fairness, trust, acceptance, forgiveness, communicating, and unselfishness. Educational partnerships can be established to set up a social practice and to bring stakeholders together in order to enhance student learning. Effective educational partnerships will focus on student learning and may alter relationship practices. They can provide structures that encompass schools and universities and tap into available resources that include “…personal and professional; institutional; and the contribution of professional understandings via a shared language” (Selkrig & Keamy, 2009, p. 187). The result can assist in creating positive community processes and outcomes. Partnership initiatives can organize individuals, organizations, and communities to share expertise, resources and carry out common goals or generate community solutions (Strier, 2011).

Key Terms in this Chapter

Post-Secondary Education: Education beyond the high school level.

Non-Traditional Students: Individuals typically 25 years of age or older, who may have delayed post-secondary education enrollment, are financially independent of parents, work full-time, have dependents other than spouse, and who may not have a high school diploma or GED.

Applied Baccalaureate (AB): this is a four year bachelor’s degree that is earned at a four- or two-year institution. Technical and associate degree-level courses count towards the degree.

Community-Based Learning: Working through another institution to benefit all citizens.

Adult Education: The practice of teaching and educating adults and may take place in the workplace or through continuing education at secondary schools, colleges, or universities.

Partnership: A relationship between two or more entities. This can be formal where each role and obligation is described in a written agreement; or, it can be informal where the agreements are assumed or verbally agreed to within the relationship.

Traditional Student: A student who is typically 18 years old and enters the university as an undergraduate straight from high school.

Adult Learners: A term used to describe any person socially accepted as an adult who is in a learning process, whether it is formal education, informal learning, or corporate-sponsored learning.

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