Abstract
This article examines adult education strategy within a large public university, applying andragogical theory and organizational communication scholarship to explain how instructional design, program delivery, and support services align with the distinct motivations, skills, and life stage constraints of adult learners. Through critical synthesis of empirical literature, policy analysis, and institutional case reflection the discussion identifies factors shaping enrollment, persistence, and achievement, including flexible scheduling, employer sponsorship, peer networks, and faculty adoption of learner centered methods. The text outlines a dual pathway model that integrates adults into mainstream undergraduate courses while preserving dedicated continuing education structures addressing career transition and professional development. Implications for curriculum planning, faculty development, and resource allocation demonstrate how responsive communication programs sustain lifelong learning culture and advance workforce readiness, regional outreach, and institutional competitiveness.
Recommended Citation
Wolvin, Andrew D.
(1991)
"Adult Learners: The University of Maryland Approach,"
Association for Communication Administration Bulletin: Vol. 77, Article 3.
Available at:
https://stars.library.ucf.edu/aca/vol77/iss1/3
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