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This study was designed to examine off-campus centers and their administrators in creating an effective learning environment for adult learners using a new innovative leadership theory, invitational, which is a holistic approach that nurtures the belief everyone is intrinsically motivated and it is the leaders’ responsibility to unleash their true potential (Purkey & Siegel, 2003). Data analysis revealed three emerging themes: 1) Passionate Partnership, 2) Motivational Inspiration and 3) Organic Nous of Affinity. Implications of the study concluded preparatory programs should incorporate the aspects of optimism and intentionality as essential leadership characteristics when training leaders, and adult market-driven educational needs should drive programs and services offered at an off-campus center. While institutions of higher education have always had a mission to conduct research and offer educational programming to improve and enrich the lives of its stakeholders, continuing education has provided the opportunity to extend that knowledge and research to audiences that otherwise would not have benefited from it, and they provide educational efforts not confined to traditional departments (Schejbal & Wilson, 2008). The role of continuing education is to offer courses, services, and learning opportunities beyond the main campus learning environment (Armstrong, 2001; Kaplan, 2004; Shoemaker, 2008). Consequently, off-campus centers, as part of continuing education, have evolved from a being a trend to an important component of an institution’s outreach mission (Gabor & Heggan, 1995). The mission of most off-campus centers is to serve an adult audience that works full-time and take classes at night, which is contrary to the main campus that is designed for the more traditional 18-24 year old, full-time student (O’Neill, 2005; Shoemaker, 2008; Thelin, 2004). Although missions for off-campus centers can be similar, providing a uniformed description is problematic, because each type of institution can approach its off-campus center in a unique format (The Higher Learning Commission, 2011; Manzo, 1997). Creating a learning environment conducive for the off-campus learner can sometimes be difficult as many of the resources are provided through the host institution, which historically has functioned for traditional students (Flora & Hirt, 2008; Giancola, Munz, & Trares, 2008; Morey, 2004). Of foremost concern is the perception by peer faculty who teach on the main campus that

the journal of invitational theory and practice

Creating an effective educational environment for adult learners : a qualitative, multi-case study of off-campus center administrator's use of invitational leadership