ILEED newsletter.

Description based on: Vol. 3, no. 3 (Fall 1990); title from caption.

ILEED News /

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News /

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Proposed objectives for a solar energy development program in Illinois /

Cover title.

MBA experience by distance education : an ethnographic study of a professional development program

The author's ethnographic study of a professional development program for managers and aspiring managers taught at a distance intends to make a substantial contribution to both the theory and practice of continuing education for professionals. The study focused on a group of Deakin University Master of Business Administration (MBA) participants and their experiences of the final two years of the program. Theorising on the professional development experience was based on data gathered from the direct observation of participants working in their study groups and at residential schools. Moreover, data drawn from end-of-year interviews with participants and discussions with MBA teachers also contributed to the theorising process. Theorising spanned a broad set of interactions encompassing participants' formal educational, professional and personal worlds. The thesis is devoted to two aspects of the professional development experience, namely: participants' interactions in their study groups and at residential schools; and participants' attempts to grow and develop as competent professional practitioners during their MBA studies. Interactions with key learning contexts orchestrated by the teaching institution (i.e. study groups and residential schools) are grounded in an analysis of the changing group cultures observed to accommodate the different educational demands of the program. Group interaction on a broader scale is also analysed in the context of the residential schools. The residential school provided a powerful forum for the development of participant activism over the future development of the MBA program. The analysis of the study groups in action led the author to identify the key characteristics of effective educational work groups. The implications of the success of these essentially egalitarian and leaderless groups for the formation of self-managed groups in the workplace is examined. On the matter of professional development, the author reveals the relationships between the nature of participants' jobs, their search for professional integration, their stage of professional empowerment, the strategies they pursued either to empower themselves or others in their organisations and the barriers which were encountered in the pursuit of empowerment. Dramatic examples of professional disempowerment are analysed indicating that interaction between formal off-the-job learning and professional practice in the workplace is not necessarily a smooth and positive experience. The group of participants studied are seen to be heterogeneous in relation to the above factors characterising professional development The implications of the theorising are considered in relation to professional pedagogies, assessment strategies and distance education. Distance education is seen to socially construct the roles of both teachers and students in the educational process. Specifically, teachers are seen to be somewhat marginalised during the program in use whereas the participants are located at the centre of the educational experience. The primacy of participants in the educational process is highlighted through the growing reliance on self-and peer-group assessment skills as participants progressed through the program. It is argued that the teaching institution should encourage and maintain the development of these skills as they represent a major learning outcome of the professional development experience, i.e. the ability to engage in the process of critical self-reflection and informed action.

An energy plan for Illinois higher education.

Report to the Governor and General Assembly.

Public participation in the Illinois Coastal Zone Management Program development /

On cover: Third year work product; public participation.

Recycling market development program guidelines.

"May 1989."

The Autism Program : your Illinois resource : The Autism Program : three years of system development /

Responding to Public Act 93-0395 of the Illinois State Legislature, The Autism Program (TAP) was established in May of 2002 via an amendment to The Hope School Agreement with the Department of Human Services (DHS). The new program was located at three Regional Centers, including Northern Illinois (Partnership between the University of Chicago and Ada S. McKinley Community Services), Central Illinois (Partnership between The Hope School and SIU-School of Medicine), and Southern Illinois (Partnership between Family Counseling Center and SIU-C Rehabilitation Institute). The Autism Program's intent was to provide a system development initiative to document service gaps and systemic problems identified by parents and professionals at each Regional Center. More specifically, the program was designed to 1) develop and demonstrate best practices standards; 2) provide training for educators and medical professionals; 3) give support to parents and other caregivers; 4) work with universities and agencies to identify unmet needs and resources; 5) encourage and support research.

Review of the magnetic fusion program of the Department of Energy : hearing before the Subcommittee on Fossil and Nuclear Energy Research, Development and Demonstration of the Committee on Science and Technology, U.S. House of Representatives, Ninety-fifth Congress, second session, September 18, 1978.

"No. 86."

MHD program review : hearings before the Subcommittee on Fossil and Nuclear Energy Research, Development and Demonstration of the Committee on Science and Technology, U.S. House of Representatives, Ninety-fifth Congress, second session, May 2, 4, August 3, 1978.

"No. 76."