Administrators of adult and continuing education (ACE) programs play a key role in development of educational environments for adults which facilitate achievement of program goals and objectives. Educational administrators influence or determine the vitality and direction of ACE programs, which ultimately affects the product of the program - end users (learners) who derived social and personal relevancy of the educational experience. The role of educational philosophy becomes evident in administrative practice because all administrative decisions are based on values and beliefs (Darkenwald & Merriam, 1982). It is essential that the administrator's beliefs about adult learners and learning be grounded in research, and that values reflect a reflective focus on lifelong learning (p. 37). The reflective administrator knows what is required to model these values and beliefs, both personally and in practice.
Apps outlined four reasons why a working philosophy toward adult education is useful. A working philosophy provides for the administrator a) a foundation for practice; b) a framework within which to relate adult education to society; c) a basis for reflection, and d) a deeper meaning to personal life (cited in Darkenwald and Merriam, p.37). As Darkenwald and Merriam so aptly state, "When considering the interrelationship of philosophy and action, it is clear that philosophy inspires one's activities and gives direction to practice" (p. 38).
S ubjects included seven administrators in adult education programs at community college and state university settings, four women and three men. Six of the seven had had teaching experience, either in higher education or secondary education. The women seemed to have worked in more jobs and more types of jobs than the men, required more steps along the path than the men. Of the seven, the three men and one of the women were purposeful about entering the field of adult education and had shorter career paths. The three women who said that they found themselves in adult education by accident had degrees in other areas, and had held a variety of jobs in education before finding their present position. Learning is a high priority and is viewed by all as a vital component of their administrative roles. Self descriptions of themselves as learners include, "ever-reaching," "quick study," "informal," "continuous, lifelong learner," and "actively involved," experiential, self-directed, and active. They are all proactive modes of making meaning, and field dependent in their collaborative nature , global perspective, relational focus and social orientation
The protocol was structured to gather parallel sets of data: a) about themselves, b) about their perceptions of effective practice, and c) about their perceptions of ineffective practice. The instrument was designed to gradually coax subjects to think in detail and express themselves openly. Questions began with straightforward background information about themselves, but gradually moved to questions about themselves that required reflective practice to give a response. Respondents were encouraged to think reflectively about their personal perceptions of the concepts in the beginning of the interview, and were then asked to continue to the more abstract queries about effective and ineffective practice. The sections which probe their perceptions of effective and ineffective practice were structured to relate the concepts to a tangible person(s) as a means intended to assist the subject to answer these questions.
Response to the survey was very positive. As a group, the subjects enjoyed the survey, or at least weren't overtly annoyed or hostile. They all expressed that the questions caused them to think in ways that they are generally not required to do on the job. An unanticipated response to the protocol was the frequency with which the subjects tended to ramble or "get off track" while responding. One respondent commented that a reason for this response may be simply that administrators may not often have the opportunity to reflect and talk about themselves and their practice to a willing listener. Another unexpected response to the survey was the number of times the subjects asked if they were on track, giving the right answers. They were reassured that there were no right or wrong answers to the questions, and that their open responses were valued.
C ritical thinking is perceived as a process, a broad concept, with two general components: reflective and analytical. Respondents discussed the analytical component in terms of the "ability to do very complex reasoning .an ability to think about things from different perspectives," "going beyond just talking and going back and forth to really, thinking in complex terms," "a process by which we utilize all the resources that we have available to brain storm all the possible alternatives of action that we have," "I think of it as analytical," "(I)t goes beyond problem solving.we are constantly taking in new information and reworking it through the process," and "Being able to step outside of your personal interest to view something."
Respondents discussed the reflective nature of critical thinking as: "Generally, someone who thinks critically is the reflective practitioner model.always thinking about what it is you're doing.how well it's working with the situation at hand and how well it fits with everything else you're trying to do and everything else that's going on....Where is this in the bigger scheme of things;" "It means.taking the time to get away from what you're doing to look at it and to question the way you're doing, and why you do what you do, and really think about other alternatives;" and "(I)s what I'm doing right now supporting or not what I see as a bigger role in the relationship (of the organization) that I help and maintain. It's the idea that it's not in isolation. "
During the course of the interviews, the respondents identified that there are differences in problem solving strategy. Meanings of problem solving differ, varying from crisis management, "putting out fires" to reflective, problem posing methods. Reflective process emphasizing correct identification of the problem before focusing on developing a solution and crisis management means "do what needs to be done and do it quickly." The administrators expressed a variety of meanings of problem solving: delegating, critical thinking, identifying solutions, identifying problems, creating breadth, explore possible options, weighing costs and benefits, and discuss-open up-explore a different point of view. Problem solving is a process which all of the respondents do as an integral part of their jobs. The administrators share common understanding of the variations of the processes, but apply or modify the process to differing scenarios.
The respondents had differing understandings of the concept of learning to learn. Responses tended to be more general in scope than others in the survey, and two indicated being unsure of the meaning of learning to learn. Their comments flowed along three directions: a) learning to learn begins in childhood as a result of family values and attitudes toward learning; b) learning to learn as an open, active process; and c) learning to learn as a process by which individuals learn to make meaning of information. The administrators who work in industry, on levels closer to learners, or with children seem to have a better understanding of learning to learn as a process of learning how to transform information into knowledge. The others equated learning to learn generally with lifelong learning. All three males described learning to learn as a process by which we learn; the females described as a mindset about learning Leadership
The respondents offered a variety of characteristics of effective administrators which were all related to management/leadership style, including "Recognizes and encourages growth in his/her self and staff;" "Well developed leadership and communication skills;" "Human relation skills;" "Savvy to the politics of the institution/agency, politically astute, not too trusting;" "Recognizes (knowledge, awareness, and understanding) of differences in thought processes combined with acting on that recognition;" "Effective communication both in the administrative role and outside;" "Has a personal commitment to lifelong learning and critical thinking;" "Delegates responsibility responsibility with authority, and authority with responsibility;" "Proactive rather than reactive in their approach to potential problem situations;" "Optimistic framework within which they work to resolve or enhance situations.;" and "High ethics and personal values. Can be flexible to a point, but will not transgress values."
Effective administrators models critical thinking, reflecting on situations, analyzing through multiple perspectives, and sharing personal enthusiasm toward new understanding. They are proactive rather than reactive in their approach to potential problem situations. They have an optimistic framework within which they work. Take proactive steps to proven problems from becoming problems.
Respondents were fuzzy about learning to learn, which supported the general nature of their initial perceptions of learning to learn. Responses included modeling of professional development, encouraging professional development among staff, and a frank "don't know."
All of the subjects shared the perceptions that the effective ACE administrator holds a deep belief in the value of lifelong learning for all people, not limited to professional development, models lifelong learning, encourages staff to develop and grow, and values learners in all types of adult education settings: "Lifelong learning, continuous learning, that's what continuing education is all about." This belief was consistent for both male and female administrators. Additional characteristics of effective administrators included some very traditional traits such as attention to detail and attention to personal career path.
Respondents were particularly vocal about the problem solving strategies of ineffective administrators. Ineffective administrator were identified with leadership styles which were largely the opposite of their effective counterparts. Descriptors included: ,reactive, close minded, controlling, narrow vision, non supportive of professional development of staff, do not model or believe in value of lifelong learning, poor communicators, inhibit change, and are not reflective practitioners. Critical thinking, they perceived, was modeled little or not at all. Commentary about problem solving included: "The same conflict situations arise over time.it leads you to believe that there's more at work here than situation conflict." Repeating patterns of conflict indicated to the respondents that the customary approach to problem solving is problem isolation and quick solution. Problems are delegated without authority to resolve causes of the conflict. Others are blamed for results. Lack of creativity in problem solving , and low tolerance for ambiguity. "It's looking for that solution, right answer, door to be closed to move on to something else.treating them as a separate incidence without checking to see if there's a pattern developing.
Respondents expressed that ineffective administrators have little understanding of learning to learn or view as low priority. Respondents generally agree that ineffective administrator may, indeed, believe in lifelong learning, but possess attitudes which influence the type of learners who should be addressed. Verbal support may be forthcoming, but modeling is weak. These administrators may also be identified by limited personal and professional reading. Personal learning seems to be a low priority. Lack of modeling was the respondents primary concern. They often seem to be driven by the deficit model toward adult learners which identifies the nontraditional student as deficient or not a legitimate student. Addressing the needs of the client base is not a priority. Exclusionary vision for learning is not open to options, guided by biases, missed opportunities, and lack of a theory. One administrator observed that general unhappiness among staff is a symptom of ineffectiveness, that ineffective traits such as narrow vision and poor problem solving strategies tend to multiply within the organization because "the ambiance has been set by the administrative level.wanting to keep things very much the same as they have been." Inhibiting change, lack of risk-taking, and not supporting growth among staff, in the department, and in the organization were expressed as characteristics of the ineffective administrator.
All respondents apply their critical thinking, problem solving and learning to learn beliefs and skills in other areas of their lives. All are actively involved in activities and interests outside of their occupations, whether with family, personal, or extended professional activities. Examination of personal goals was mentioned as an application of critical thinking skills. Two respondents indicate that they think critically too much ("I think critically about what I had for lunch"), and that observation would be supported by family or friends.
Evaluating options in terms of values is a theme which some of the respondents addressed. They acknowledged having been in situations which called for reflection or problem posing. Options are studied, balancing with values in all areas of their lives.
One major area of concern was the respondents inconsistent perception of the meaning or application of the concept of learning to learn. The respondents perceptions of the process reflect on the administrator's understanding of the end user - the adult learner. Beyond customary learning needs such as relevancy and comfort, learning to learn is an intrinsic need of learners.
Continuing education has traditionally targeted the educated adult - one who is already a lifelong learner. Changing demographics of adult education, however, has revealed an influx of nontraditional learners returning to higher education as well as a sizable population of learners who are in need of equivalency or remedial education. The process of learning how to learn again, or for the first time for some, must be understood by administrators as a primary need.
Issues such as staff sensitivity to such needs and availability of learning opportunity for the returning adult can be addressed in staff development curriculum. Some administrators work only within the realm of professional development, and do not encounter end users with basic learning needs or who are nontraditional in their path. ACE administrators and educators at all levels, however, from high level administrators who develop the vision, to the mid level administrators who develop the adult education programs to carry out the vision, to the individual educators who work directly with learners, must be well versed in the impact learning to learn has on the organization. Professional development should be encouraged to ensure that administrators have the identified abilities for effective leadership.
Two areas of proficiency identified by the respondents - communication and problem posing/ problem solving skills - need to be well developed in the effective administrator. Problem posing involves critical thinking and communication. Effective problem solving is facilitated by knowledge and practice of these skills.
Further implications of critical thinking, problem solving, and learning to learn apply to hiring practices of administrators and educators. The candidate who has given attention to these concepts within the scope of professional development and other educational choices and who is reflectively aware of the importance of these concepts within the vision of ACE, will be a good fit to develop or continue positive, proactive attention to the application of critical thinking, problem solving, and learning to learn within lifelong learning.