ces), and the effects of market forces on accountability and responsiveness (Newman 30). Indeed, according to Newman (30-49), it will be impossible for higher education institutions to adequately provide continuing education if they do not address the policy and institutional changes that these factors demand.
It is reasonable to suppose that various factors currently putting pressure for change upon continuing higher education will lead to a number of changes in the future. Some of these have been discussed by the University of Continuing Education Association (1-2). One change that can be expected is that due to increasing demand for continuing education and the limited resources of many colleges and institutions, coupled with the need to maximize the education of continuation students, more institutions will begin to integrate their offerings. Educational partnerships will increase not only to provide students with a variety of services but also to handle economic concerns. Thus, it will be more and more likely that in order to complete a specific program of continuing education, professionals and/or workers will have to take some courses in a given area or field at one institution and other courses in that same area or field at a different institution.
However, the University of Continuing Education Association (1) notes that the integration of institutions means that the colleges and universities involved do not want to waste their resources and therefore want to ensure that students are learning across the various partnerships. This means that accountability and the assessment of educational outcomes will become strong factors in the future of continuing higher education. Other elements that may receive stronger focus in educational partnerships of the future are likely to be creating new ways to support applied research and service learning and to develop solutions for dealing with declining state resources by increasing...