Abstract
Purpose. Investigate structural differences in governance of adult baccalaureate programs at three private California universities, examining obstacles to integration of mission and consistency of standards between traditional and adult programs, and indicating strategies used by institutions to overcome obstacles. Methodology. Case study. Questionnaires guided personal, in-depth interviews of key administrators, recorded on audiotape. Additionally, the researcher reviewed documents and archival records. Findings. Three governance models identified were: (1) matrix, (2) autonomous/academic school, and (3) autonomous/adult center. Each presents unique obstacles to integration of mission and consistency of standards (e.g., matrix: high degree of conflict; autonomous/academic school: variances from traditional practices; autonomous/adult center: sustained rejection by traditional program faculty. Obstacles common to all three models: (1) traditional faculty's initial negative image of adult program, (2) lack of integration between adult and university mission statements, (3) departure from traditional standards of course delivery format, (4) differences in general education requirements for traditional and adult students, (5) lack of interest in part-time faculty by full-time faculty, and (6) inconsistencies in student admissions. Conclusion. Differences in structure lead to unique obstacles in integration of mission and standards between adult and traditional age programs. Recommendations. (1) General: include full-time, traditional-program faculty in institutional decision to begin an adult program, maintaining their involvement as the program matures. (2) Models: autonomous/academic school model appears to present fewer obstacles and thus is recommended as a better model; matrix model, suggested for an institution wishing to vest academic and administrative authority in separate entities; autonomous/adult center, a choice for an institution seeking to give academic credibility to an adult program rejected by traditional-program faculty. (3) Further research: topics include influence of marketing imperatives on adult program standards, strategies for faculty role changes to serve adults, and role of organizational culture in integrating traditional and adult mission and standards.