This paper addresses the imperative to assess executive education participant knowledge and skill/experience levels prior to program development so that programs better meet participant needs. As such, we provide a typology of participant types and develop strategies for providing an appropriate blend of instructor-centered and participant-centered course material to executive education participants. Our purpose is to present a blended view of executive education that allows for targeted knowledge and skill development for executive education participants within different learning environments and using different tools and methods of instruction
