Despite the global presence of numerous continuing education institutions, it is clear
some educational leaders do not yet understand or manage risk. The purpose of this study
was to understand and describe the relationship, if any, between risk management and
continuing education planning. Hence, the study examined the meaning of risk in the
form of many variables to understand and perhaps guide future decision-making for
continuing educators during planning. Literature specifically addressing risk management
in continuing education was extremely limited. Accordingly, the recent literature in 12
related professional fields was used to build the rationale for the problem. Structuralism
foundationally underpinned this study with pragmatism serving as the overarching
philosophy. A qualitative content analysis was thus completed using 151 peer-reviewed
risk management articles mined from the International Council on System Engineering
library ranging over a 15-year publishing period. Generally, the findings infer continuing
educators need a process for developing approaches to risk management during planning.
Specifically, the findings epistemologically suggest (a) the best way for continuing
educators to avoid risk is to plan well, (b) the cause or consequence of risk in continuing
education planning can be controlled, (c) transfer can be used to reduce risk in continuing
education by moving a risk from one area to another where the outcome is less risky, and
(d) continuing educators must simply accept the fact that risk will always be present at
some level during academic planning activities. Accordingly, two recommendations
emerged from the study. First and foremost, continuing educators must understand and
embrace risk. Secondly, established and proven risk management techniques should be
synthesized as a best practice within continuing education planning processes.
Despite the global presence of numerous continuing education institutions, it is clearsome educational leaders do not yet understand or manage risk. The purpose of this studywas to understand and describe the relationship, if any, between risk management andcontinuing education planning. Hence, the study examined the meaning of risk in theform of many variables to understand and perhaps guide future decision-making forcontinuing educators during planning. Literature specifically addressing risk managementin continuing education was extremely limited. Accordingly, the recent literature in 12related professional fields was used to build the rationale for the problem. Structuralismfoundationally underpinned this study with pragmatism serving as the overarchingphilosophy. A qualitative content analysis was thus completed using 151 peer-reviewedrisk management articles mined from the International Council on System Engineeringlibrary ranging over a 15-year publishing period. Generally, the findings infer continuingeducators need a process for developing approaches to risk management during planning.Specifically, the findings epistemologically suggest (a) the best way for continuingeducators to avoid risk is to plan well, (b) the cause or consequence of risk in continuingeducation planning can be controlled, (c) transfer can be used to reduce risk in continuingeducation by moving a risk from one area to another where the outcome is less risky, and(d) continuing educators must simply accept the fact that risk will always be present at
some level during academic planning activities. Accordingly, two recommendations
emerged from the study. First and foremost, continuing educators must understand and
embrace risk. Secondly, established and proven risk management techniques should be
synthesized as a best practice within continuing education planning processes.
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