Abstract

This is a qualitative, multiple-case study that analyzes and compares the purpose, roles, and drivers of change for continuing education divisions in public, four-year, post baccalaureate, comprehensive higher education institutions in the United States. The research stems from a historical standpoint. This study also examined processes carried out by continuing education leadership to demonstrate quality and accountability to their higher education institutions. This investigation focuses on the distinctive drivers that have triggered and influenced changes in continuing education units within higher education institutions. The findings from this study illuminated areas in need of development and enhancement of continuing education units. The findings also supported the creation of standards and policies for continuing education divisions in higher education. This study contributed to overcome the dearth of empirical and theoretical studies on the role and mission of continuing education units.