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1.
James L. Ratcliff 《Community College Journal of Research & Practice》2013,37(1-4):273-284
A premise of the current criticism that community colleges are institutions that promote social tracking and inhibit social mobility was reviewed and analyzed. The relationship between the roles of the two‐year college and the research university as proposed by Harper and Lange was examined. The thesis that junior colleges emerged when universities supported their growth as feeder institutions was tested by the case history of the development of community colleges in Wyoming. Findings of this study were that: (a) the University's opposition did not halt the development of community colleges, (b) community colleges were comprehensive and community‐based from the outset in Wyoming, and (c) establishment of the transfer function was not predominant in the rationale for the community college movement. It was concluded that the stereotypic explanation of two‐year college development from transfer‐oriented “junior” colleges to comprehensive institutions may be incorrect, and that many two‐year colleges may have been comprehensive from inception. 相似文献
2.
We surveyed Arkansas community and technical colleges to determine the extent to which these institutions had been affected, during the past 3 years, by tight budgets, volatile enrollments, unstable state support, and other unfavorable forces. In addition, we requested information concerning methods used by these institutions to address such problems. The survey instrument collected data pertaining to institutional demographics, budgetary trends, tuition trends, faculty issues, expenditure control methods used, institutional advancement activities, projections as to future financial directions, and staff development needs. The findings indicate that enrollments at most Arkansas community and technical colleges are increasing and budgets are growing, but often in amounts inadequate to compensate for rising costs. Arkansas 2‐year institutions are responding to this challenge by raising tuition, increasing the use of part‐time faculty, and seeking new sources of revenue. Staff development needs were identified for those functional areas in which additional training and development will enhance staff members’ ability to respond to changing economic conditions. This survey can be replicated in other community college systems, thus serving as a model for assessing the financial and institutional concerns of community and technical colleges nationwide. 相似文献
3.
Bruce I. Wolford John F. Littlefield 《Community College Journal of Research & Practice》2013,37(3):257-272
More than 75 percent of post‐secondary institutions offering education programs in prisons are community and vocational/ technical colleges. The predominance of community colleges among correctional education providers is a major change from the early 1970's when two‐thirds of such programs were provided by four‐year institutions. Over 260 community colleges provide programs and services to the 26,000 inmates participating in higher education. Results of a survey on correctional post‐secondary education indicate that these programs are in many ways different from those educational institutions provide on their own campuses. For example, they generally, have different admission standards, are administered by part‐time staff, and rely upon part‐time and adjunct faculty. Community and junior college administrators are urged to closely examine the operation and quality of their correctional programs and the need for evaluative research on the long‐term effects of these programs is also stressed. 相似文献
4.
Leonard C. Romney 《Community College Journal of Research & Practice》2013,37(3):215-230
Community colleges historically have demonstrated an ability and desire to address needs unmet by other sectors of postsecondary education. On the assumption that productivity assessment should be molded to reflect the unique missions and approaches of 2‐year institutions, this study examined preferences for broadly stated institutional goal areas as well as for productivity measures for assessing the achievement of these goals. Findings regarding the goal areas substantiate the unique community college mission and reveal preferences for measures that reflect consistent satisfaction or areas which can be impacted directly by community college trustees, administrators and faculty. The study was conducted over an 8‐month period in 45 institutions, 10 of which were community colleges. 相似文献
5.
Missions and structures: Bringing clarity to perceptions about globalization and higher education in Canada 总被引：2，自引：1，他引：1
John S. Levin 《Higher Education》1999,37(4):377-399
In perhaps the first empirical investigation of the impact of global forces upon U.S. and Canadian community colleges, I examine their missions and structures, noting alterations associated with globalization. In my examination of Canadian colleges, I find that global forces, such as international economies, international political struggles and their consequences, and global communication systems, do affect these institutions. These forces are influential in altering college behaviors, including changes to institutional mission and institutional structures. That is, colleges are increasingly oriented to the marketplace, more responsive to public demands and preferences, and increasingly more directed by provincial governments to serve both political and economic priorities.This paper is based upon a multi-case, qualitative, longitudinal study of seven (7) community colleges, four (4) of which are Canadian colleges. The purpose of the study was two-fold: first, to identify and analyze actual institutional behaviors of community colleges as they adjust to demands inherent in the globalization process; and second, to identify the evolving development of the community college as a social institution, specifically by focusing upon the actions and conditions that have led to mission alteration. 相似文献
6.
The purpose of this paper is to report on who creates branding within institutions of higher learning, and what impact branding has on core institutional activities such as student recruitment and fundraising, as well as on socio‐psychological factors such as community respect and national prestige. Eighty‐nine tertiary education experts covering three world regions were surveyed in order to gather information to fulfil the paper’s objectives. The nature and extent of involvement of enrolled students, alumni, higher management, external consultants, civic leaders and the business community were investigated to identify the part each plays, if any, in the development of an institutional brand. Findings indicate that institutions have a tendency to brand from the top down rather than from the bottom up. 相似文献
7.
Since 1976 in response to growing concern about college students’ writing abilities, faculty development programs on writing across the curriculum have arisen in a number of two‐ and four‐year colleges throughout the United States. This movement, for it seems to be one, has its roots in a similar movement that began more than 15 years ago in British secondary schools. This paper first reviews briefly the early history of the movement in England and compares the movement there to the one now under way in U.S. higher education. It then presents the results of a questionnaire survey of New Jersey's public two‐ and four‐year colleges undertaken in the spring of 1979. The purpose of the survey was to determine whether and to what extent New Jersey's public colleges had started or were planning to start development programs designed to bring groups of faculty together, across disciplines, to discuss problems relating to student writing performance and to develop specific interdisciplinary plans for solving these problems. In addition, information is presented about the nature of the steps taken in those institutions that reported having initiated such programs and about the efforts to evaluate the impact of these programs. Finally, conclusions are drawn about the state of writing across the curriculum programs in New Jersey public higher education and recommendations are made for further action in this direction. 相似文献
8.
9.
Charles S. Claxton 《Community College Journal of Research & Practice》2013,37(4):397-408
Abstract An increasing number of two-year colleges are drawing on an emerging model of comprehensive staff development. The model includes not only instructional improvement, but organizational and personal development as well. In this model, as staff development becomes an integral part of the college, the planning of such a program becomes an essential part of institutional planning. The office of institutional research and planning should serve as a major resource in the formulation and implementation of the staff development program. Three major areas where this can occur are discussed: setting goals for the program, assessing staff development needs, and evaluating the impact of the program. 相似文献
10.
G. David Gearhart Everrett A. Smith 《Community College Journal of Research & Practice》2013,37(9):618-621
ABSTRACTThe community college sector of higher education has, over the past 20 years, become highly engaged in fundraising. Typically relying on business and industry sponsorships, institutional leaders have begun to shift their development strategies to focus increasingly on individuals who have the capacity and disposition to support the work of their colleges. Crowdsourcing is a relatively new process for garnering the interest and timely collection of interests and moving them toward the action of financially supporting an institution. This study explored how crowdsourcing is being used by community colleges, what institutional leaders expect from the process, and how these funds are used. Study findings revealed that crowdsourcing is used primarily to raise gifts for immediate expenditure, to identify potential long-term donors, and to electronically engage persons who have an interest in the welfare of the college. 相似文献
11.
Frank E. Parcells 《Community College Journal of Research & Practice》2013,37(4):287-302
Following a discussion of the historical relationship between education and democracy, from which the concept of curriculum emerges as a legitimate field of research, this paper traces the development of curricular diversity in U.S. two‐year institutions and reviews the control and coordinating functions of curriculum governance in the community college systems of several states. The paper focuses on the system of curricular administration in Illinois, in which primary responsibility rests with the local two‐year school board and a coordinating function with a state agency, the Illinois Community College Board (ICCB). The state process is summarized and the local process of course and program approval from initiation to implementation in Illinois community colleges is identified. The data suggest that while the state role in curricular governance is formally defined as one of coordination, the local community college curriculum administrators may in fact view it as one of control. 相似文献
12.
John P. Murray 《Community College Journal of Research & Practice》2013,37(6):549-552
To discover the organizational components that nurture good teaching at 2‐year colleges, the author undertook a comprehensive survey of faculty development programs at Ohio 2‐year colleges. A review of the literature uncovered several variables that need to be considered when assessing the state of faculty development in higher education institutions. The most important of these appears to be institutional support, that is, a climate that fosters and encourages faculty development. To assess these elements, a 65‐item, four‐part survey was constructed. Unfortunately, the results force the researcher to draw the conclusion that Ohio 2‐year colleges are not doing a better job of emphasizing or supporting teaching. 相似文献
13.
Frederick C. Kintzer 《Higher Education》1974,3(3):303-314
The regional college movement in Norway is in direct response to societal pressure felt worldwide to democratize and decentralize higher education. Created in 1969 as a three-college system coordinated by the Regional College section of the Ministry of Education, the current six institutions represent Norway's attempt to extend equal opportunity and employment-oriented education to rural and remote areas. Although initially established on a five-year experimental basis, the institutions appear to be in a solid position, having university endorsement as well as strong support of the local community constituencies. Another prominent factor giving support to the regional college movement is the egalitarian nature of Norwegian society. The “folkekögskole” (folk high school or people's college) which had become the accepted preparation for teacher training institutions throughout Scandinavia, helped to strengthen the case for short-term career-oriented education. The regional colleges operate with a high degree of administrative autonomy to allow each institution maximum freedom to develop regional identities. From the beginning, innovation and experimentation have been officially encouraged. Faculty and students participate broadly in institutional policy development, and at several colleges, in the actual day-to-day decision making process. The Ministry and institutional leaders appear firmly committed to goals expressed in the planning reports and in the enabling legislation: to prepare students for immediate employment in specific occupations and for further education in universities and professional schools, and to offer educational opportunities, including general education, for adults. Consideration in long-range planning should be given to:
- Faculty development programs and training for administrators
- Perfecting communication channels, and
- Improving instructional efficiency through such means as an instructional resource center and an educational development team on each campus to encourage new ideas on improving instruction.
14.
Mika Mikyung Cho 《Community College Journal of Research & Practice》2013,37(6):557-567
This study documents trends and issues pertaining to articulation and transferabil‐ity of students in art programs at community colleges in Illinois to 4‐year institutions. There has been a discernible lack of consensus and data regarding the current state of articulation in art, both institution‐specific and statewide. Many problems arise when art students attempt to transfer from community colleges to 4‐year institutions. A survey was conducted among selected art faculty at Illinois community colleges to seek relevant information. The findings of this study may direct collaboration between community colleges and 4‐year institutions for purposes such as facilitating transfer and articulation in art. 相似文献
15.
Sarah L. Rodriguez Kelty T. Garbee Ryan A. Miller Victor B. Saenz 《Community College Journal of Research & Practice》2018,42(4):229-244
This study explored how administrators at community colleges conceptualized change related to resource allocation and managing competing priorities to support targeted programming for Latino men. The study included the perspectives of 39 administrators from seven community colleges across Texas using concepts associated with institutional change to ground our analysis. Findings revealed that state and national initiatives, particularly those concerned with enhancing success for students of color, influenced how community college administrators approached change on their campuses. In addition, community college institutional mission, leadership, and a desire for data-informed resource management influenced the approach to resource allocation for Latino men. 相似文献
16.
Although community college educators believe their programs benefit their students through cognitive development, until now no good evidence was available. The fourth follow‐up of the National Longitudinal Study of the High School Class of 1972 allows the controlled assessment of the value of two‐year institutions. The results indicate that while whites benefit cognitively from two‐year post‐secondary programs, blacks do not. In 1947, the President's Commission on Higher Education (1947, p. 9) concluded that, “The first goal in education for democracy is the full, rounded and continuing development of the person. ... To liberate and perfect the intrinsic powers of every citizen is the central purpose of democracy, and its furtherance of individual self‐realization is its greatest glory.” From these principles the specific goals of higher education are derived (Bowen, 1977). The formal academic program and extra‐curricular life of an academic community are intended to help students develop in three respects: cognitive learning, affective development, and practical competence (Bowen, 1977). It is assumed that as these goals are realized so are the powers of the individual. Whenever there are goals to be reached in any endeavor, it is natural to ask whether they are in fact being realized. Bowen (1977) compares education to an industry that is responsible for disclosing both its costs and outcomes. Assessing the outcomes of higher education is necessarily a complex task; nevertheless attempts have been made to pull together information from a variety of studies and draw conclusions from them (e.g., Feldman and Newcomb, 1969; Bowen, 1977; Pace, 1979). In general the effects of college attendance have been found to be positive. Attending college raises the level of knowledge and cognitive powers of students, increases psycholgocial well‐being, understanding, tolerance and self‐reliance, and helps students develop skills and traits that make them more adaptable to a variety of social and work situations (Bowen, 1977). Comprehensive evaluations of higher education have been limited to four‐year colleges. For example, Kar‐weit and McPartland (1981) studied the cognitive gains produced by postsecondary schooling, and found that college attendance enhanced vocabulary skills, but only maintained mathematic skills. In contrast, little has been done to evaluate outcomes of community college attendance, although educators within community college systems stress the importance of accountability in establishing the much maligned credibility of community colleges (Roueche and La Forge, 1974; Miller, 1979). The absence of research on community colleges is in part due to the variety of functions that community colleges have assumed. Community colleges were originally intended to open the doors of education to all high school graduates, especially the economically disadvantaged (Monroe, 1972). Emphasis was placed on providing two years of additional general education beyond high school, and on low‐cost preparation for students who wished to transfer to four‐year colleges in the third year. In 1947 the President's Com‐mision on Higher Education (1947) suggested that the emphasis of two‐year colleges should be shifted to preparation for semiprofessional white collar and vocational occupations. This preparation was not to be at the expense of general education, but in addition to it, for those who desired to learn specific occupational skills. As the popularity of community colleges grew, it also became apparent that many economically disadvantaged students were also academically disadvantaged, and community colleges found themselves in the business of providing remedial courses for many students who were not ready to enter regular academic programs. Although research indicates that community colleges in general place greater emphasis on occupational education than when originally conceived, they remain, at least in philosophy, committed to providing an education that contributes to the intellectual development of their students, whether they are in academic or vocational programs (Monroe, 1972; Cross, 1974). This commitment is in recognition of the fact that cognitive skills such as verbal ability and basic mathematics competence, and affective development in the areas of self‐awareness and interpersonal relations, are necessary to practical competence in most work and social situations. Community college curricula, in general, reflect a commitment to intellectual and affective development. The general education requirement in community colleges varies greatly, but usually consists of a specified number of elective courses to be chosen from the humanities, natural sciences, mathematics, and the social sciences (Monroe, 1972). Remedial programs are primarily for academic deficiencies in reading, language, and mathematics (Monroe, 1972). Although community college programs seem designed to further cognitive and affective development, critics (Scigliano, 1976; Hudson and Smith, 1976) question the ability of community colleges to provide a good general education. Nevertheless, there is little evidence on this point one way or the other. Existing studies are lacking in several ways. For example, Rou‐eche and Kirk (1973) and Lavin et al.(1979) determined the success of programs for academically and economically disadvantaged students in community college programs by looking at grade point averages and completion rates; however, neither of these measures establish gains in cognitive or affective development. Rossmann et al.(1975) measured cognitive development by gain scores on reading and mathematics tests, but they were unable to compare gains against a control group of noncollege attenders. 相似文献
17.
All U.S. college and university presidents were recently surveyed to determine their priorities among potential planning and management improvements at their institutions. Based on 900 returned questionnaires, the highest priority areas were: (1) communicating institutional strengths to potential students, their parents, and the general public; (2) communicating institutional strengths to the state legislature and state budget officials (for public institutions); (3) integrating program-review results in program-planning and budget processes; (4) resource allocation and reallocation; (5) faculty vitality and renewal; (6) implementing institutional goals and objectives through the planning and budgeting process; and (7) forecasting institutional revenue needs more accurately. Most of these high priority areas were interpreted as reflecting the current invironment of retrenchment and the need to prepare for a noor slow-growth era. 相似文献
18.
针对目前高校辅导员的职业发展现状,提出用职业锚理论指导高校辅导员的职业生涯规划,分析利用职业锚理论指导辅导员职业生涯规划的意义。提出国家政策措施鼓励、高校确保实施和辅导员自动规划三方共同努力,保证辅导员职业发展,实现其自身全面发展的同时,也为高校发展注入活力。 相似文献
19.
Irving J. Lee 《Communication quarterly》2013,61(3):3-5
Community colleges require speech communication teachers with special competencies—competencies dictated by the educational goals, the student characteristics, and the community orientation of junior colleges. These teacher competencies should be taught through special master's degree programs and in‐service training provided by teacher education institutions and professional speech communication associations. Based on her experience as a teacher at community colleges in Texas and Illinois and as a director of teacher training in speech, the author suggests that community colleges are basically different than four‐year institutions, and need teachers with different skills. 相似文献
20.
Mark C. Rowh 《Community College Journal of Research & Practice》2013,37(1):35-44
The objective of this study was to determine the types of duties being performed by institutional researchers in Southern two‐year colleges. Research was based on a mail survey submitted to all two‐year colleges accredited by the Southern Association of Colleges and Schools. Of 326 colleges surveyed, a total of 301 (92 percent) responded. Respondents completed a survey designed with the assistance of a panel of experts. This included a section posing statements about institutional research tasks in a discrepancy model, and a second section consisting of statements about the overall research function organized in a five‐part, Likert‐type scale The survey found that less than half of Southern two‐year colleges employed an institutional researcher on a half‐time or greater basis. It also identified a number of discrepancies in the job duties now being performed by institutional researchers and the duties those individuals felt they should be performing Among those duties which should not be performed were external reporting, program supervision, grant development, and clerical functions. Tasks identified as needing to be performed included increased research project completion, academic program evaluation, planning studies, outcomes assessment, financial analysis, and policy development 相似文献