The purpose of this study was to develop an understanding of recent changes that have occurred in the size of adult education graduate programs. Three factors (program integration, responsiveness to change, and leadership) that contributed to changes in the number of students and faculty in graduate programs were identified and measured through a mixed-method study incorporating both qualitative interview and survey data analyses. The findings indicate that program integration has a significant effect on change in student enrollment, whereas program integration, innovation, and leadership together significantly predict variance in faculty growth. Implications for adult education graduate programs and directions for further research are discussed.
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