Kreitner, David J.

The advent of the global knowledge economy and changing demographics have
pressured the American postsecondary system to develop flexible alternative educational
opportunities for adult learners. One of the most widespread institutional responses has
been the development of accelerated courses and degree programs. Accelerated degree
programs offer educational opportunities in time frames of less duration than the
traditional semester or quarter formats. Concerns for maintaining educational quality
make it imperative to develop best practices for the effective design of time-intensive
curricula. The study
found a strong correlation between student experiences rated in terms of Donaldson's and
Graham's principles and perceptions of the relevance and applicability of their learning in
their "lifeworlds." No significant correlation was found with GP A. Additionally, no
significant correlation was found between perceived success in learning and final GP A.
The graduates of associate degree programs at a regionally accredited multicampus
proprietary institution in Florida comprised the study sample.

Despite disparities of strategy and style, the fundamental concerns of Emerson's Representative Men and Novalis's Die Lehrlinge zu Sais (The Apprentices at Sais) are almost identical. Both works describe and promote ideals of personal development that are essentially the same, and can be understood in terms of C. G. Jung's concept of individuation. The model of expansion which is celebrated in these two works goes beyond what is usually meant by "self-culture" or "Bildung," in that its principle is a dialectic of the conscious and the unconscious psyche, the aim of which is the restoration of equilibrium and a widened sense of personality. A comparison of the programs of Emerson and Novalis underscores the compatibility of their thinking, and enables us to appreciate German and American Romanticism in the context of the evolution of the concept of the unconscious.