Showing papers in "Community College Journal of Research and Practice in 2005"
TL;DR: In this paper, the authors suggest nine essential skills for community college leaders: learning from the past while embracing the future, enriching the inward journey, leading from the center: values, making connections, vision, looking broadly for talent, providing continual leadership opportun...
Abstract: Current research indicates that a mass exodus of community-college leadership will occur within the next few years. When combining this research with additional research indicating that the number of degrees conferred by universities in community-college administration decreased 78% between 1983 and 1997, the challenge of meeting the needs of community-college leaders for 2010 becomes evident. Additionally, the old assumptions made about leadership cannot be held sacrosanct in a technological, fast-paced environment, with a growing ethnically diverse population. The questions that must be asked by today's leaders are these: 1) What skills are needed by community college leaders in 2010 and beyond? 2) How are these skills developed? This article suggests 9 essential skills: 1) learning from the past while embracing the future, 2) enriching the inward journey, 3) leading from the center: values, 4) making connections: vision, 5) looking broadly for talent, 6) providing continual leadership opportun...
88 citations
TL;DR: In this paper, the authors focus on developing and sharing leadership throughout the college to understand the concepts and processes of transforming organizational reality, challenging organizational status quo, and of deep change.
Abstract: Community College leaders face new and diverse challenges, often requiring different orientations to leadership than were effective previously. Yet, focusing on leadership as a series of career stages through which particular skills and techniques are learned often leaves leaders without the capacity to do the adaptive work required of their changing organizations. Conceptualizing leadership as an on-going process of learning relinquishes the need for a specific career orientation, and focuses on developing and sharing leadership throughout the college. Taking this approach uncovers mental models that affect how administrators see the world and, therefore, act within any environment. It shifts the goal of leadership preparation to understanding the concepts (and processes) of transforming organizational reality, challenging organizational status quo, and of deep change. It also ties leadership more directly to creating learning environments for leaders and others, which is important for community...
68 citations
TL;DR: In this article, the authors explored the visibility and use of community colleges as research sites in 5 higher education journals published during 1990-2003 and found that community colleges had extremely limited visibility.
Abstract: Academic journals shape a field by including certain topics and excluding others. The purpose of this study was to explore in 5 higher-education journals published during 1990–2003 the visibility and the use of community colleges as research sites. Findings indicated an extremely limited visibility of community colleges, with use of community colleges as research sites varying from essential to opportunistic.
67 citations
TL;DR: In this paper, the authors conducted an interview with 9 community college presidents to understand how they cognitively framed their leadership roles and found that the presidents' underlying mental maps guided decision-making and leadership on campus.
Abstract: Presidents are one of the most studied of administrative roles, yet little research occurs on understanding how these leaders construct their own leadership. Thus, the question guiding the research reported here concerned how community college presidents cognitively framed their leadership roles. This study involved the interviewing of 9 community college presidents. Findings uncovered 3 themes. The first theme identified how the presidents' underlying mental maps guided decision-making and leadership on campus. The second theme linked the basic cognitive orientation of the presidents with on-going situated cognition in their new work settings. Learning evolved based on environmental factors. The final category highlighted the dynamic and changing nature of the presidents' leadership role. The findings from the research reported underscore that college presidents are constantly learning and adjusting their conceptions of leadership. The foundation of this learning journey was each president's cor...
66 citations
TL;DR: In this article, the types of professional development activities, support systems, and organizational structures necessary for community college faculty to make transitions from traditional teaching to Web-based teaching are examined.
Abstract: The study reported in this paper examined the types of professional-development activities, support systems, and organizational structures necessary for community college faculty to make transitions from traditional teaching to Web-based teaching. Results indicate that (a) instructional change can by initiated through sustained professional development; (b) change is more meaningful and effective when it occurs in context over a sustained period of time; (c) faculty can embrace innovations when supported by knowledgeable professionals and their peers; and (d) students welcome the use of Web-based components in course work. The implications for practice may be useful to those wishing to increase faculty's online instructional competence.
54 citations
TL;DR: In this article, the authors compared the effectiveness of distance CTE courses to traditional face-to-face courses and examined how student motivation and learning strategies differ for campus-based and online students.
Abstract: Community colleges are actively involved in distance-learning programs in Career and Technical Education (CTE). Over 76% of community colleges offer some form of distance learning in CTE. Over the years, only a few isolated studies have compared the effectiveness of distance CTE courses to traditional face-to-face courses. Typically, the findings of previous studies indicate no significant differences between the two methods. This study was designed to address the lack of systematic studies of this question. It also examines how student motivation and learning strategies differ for campus-based and online students. Finally, it investigates how online and campus-based courses differ in terms of course interaction, content organization, student support, and transactional distance (i.e., feelings of closeness to the instructor and the program).
44 citations
TL;DR: In this article, the authors investigated whether there was a significant relationship between the leadership patterns and behaviors of female chief executive officers and other factors such as the race/ethnicity of the CEO, the educational level of theCEO, the experience of the CEOs, and enrollment.
Abstract: Drawing from the theory of transformational leadership and community-college literature, the purpose of this study was to determine the leadership patterns and behaviors of female chief executive officers (CEOs) in the community-college system in rural, suburban, urban, and inner-city settings. This study further investigated whether there was a significant relationship between the leadership patterns and behaviors of female chief executive officers and other factors such as the race/ethnicity of the CEO, the educational level of the CEO, the experience of the CEO, and enrollment. Specifically, the participants included female community-college presidents whose colleges were members of the American Association of Community Colleges. The participants were asked to rate 30 items on a 10-point scale on the 5 patterns of actions identified by the Leadership Practices Inventory by Kouzes and Posner, 2003. Participants were also asked to fill out a questionnaire, which was developed by the researcher. ...
43 citations
TL;DR: In this paper, the authors make note of the vast opportunities for growth and expansion available to community colleges through online distance education, and they recommend that community colleges take advantage of these opportunities, despite the high dropout rates in online courses of study relative to courses offered as traditional, face-to-face classroom instruction.
Abstract: This paper makes note of the vast opportunities for growth and expansion available to community colleges through online distance education. While many community colleges have taken advantage of these opportunities, continued success may be in jeopardy because of the high drop-out rates in online courses of study relative to courses offered as traditional, face-to-face classroom instruction. The reason for this may be that the “digital divide” still exists between students of the 21st century and faculty who were educated long ago in the 20th century, including even those faculty who have stepped forward to offer online courses. Perception of up-to-date concepts of distance learning is a major issue, and only when the gap is bridged between distance learner and instructor will online learning reach its potential. The literature available on distance learning has numerous suggestions for bridging this gap between students and faculty. The authors of this article recommend that community colleges ma...
38 citations
TL;DR: In this article, a study of full-time faculty in Georgia's technical colleges seeks to identify professional development activities that are perceived as important by faculty and identifies performance gaps between what is important and the level of competence.
Abstract: Meaningful faculty professional development has been recognized through decades of research as an important component in effective classroom instruction. Too often, however, faculty development activities are offered by well-meaning administrators with little or no attention to faculty assessments of their own levels of competence. This study of full-time faculty in Georgia's technical colleges seeks to identify professional-development activities that are perceived as important by faculty. Further, the study identifies performance gaps between what is important and the level of competence, as identified by the faculty themselves. Thus, in a time of tight budgets, decision makers can direct their limited resources to areas of faculty development that will have the greatest impact on instruction while providing significant support to faculty.
38 citations
TL;DR: In this paper, the authors report on the role and impact of dual-credit programs in the reform of Kentucky postsecondary education and find that more students are enrolling and succeeding in dual credit courses.
Abstract: Dual-credit programs are an increasingly popular policy tool of state-driven postsecondary reform, particularly where legislatures and state higher-education boards seek to increase access to higher education and achieve greater collaboration between schools and colleges. This study reports on the role and impact of dual-credit programs in the reform of Kentucky postsecondary education. Student records of the Kentucky Community and Technical College System analysis reveal that more students are enrolling and succeeding in dual-credit courses. Participation rates of students from underserved populations are also increasing, thus indicating the efficacy of Kentucky's policies on dual-credit to help institutions meet the state's reform goals for access and achievement in higher education.
35 citations
TL;DR: In this article, the authors used social and human capital as a theoretical lens to understand the types of formal and informal activities that senior community college administrators participate in, as well as their perceptions of whether these activities are important for career advancement and development.
Abstract: During the course of a career, community college administrators are engaged in activities that are believed to enhance their skills, knowledge, and abilities. Career-related activities such as furthering one's education, participating in professional development activities, and cultivating mentoring relationships may impact the career advancement of administrators. They may also provide opportunities for administrators to grow and develop as leaders. Using social and human capital as a theoretical lens, this article provides an increased understanding of the types of formal and informal activities that senior community college administrators participate in, as well as their perceptions of whether these activities are important for career advancement and development. It also further explores the role that mentors play in the lives of administrators. Findings reveal that administrators in this study participated in a variety of professional development activities both off- and on-campus, and a majo...
TL;DR: According to as mentioned in this paper, the majority of part-time faculty prefer full-time work, while most of the students prefer full time work, but they are discouraged by the difficulty of finding full time teaching positions.
Abstract: According to data derived from a community-college survey in the state of Washington, the majority of part-time faculty prefer full-time work. Using a logit regression analysis, the study reported in this paper suggests that typical part-timers enter their part-time teaching situations with the intent of becoming full-time, but gradually become discouraged. Those faculty who prefer their part-time status frequently maintain employment relations with one college for long periods of time. Faculty who persist in part-time employment, but who prefer full-time employment, typically learn to work the system to secure heavier-than-average teaching loads.
TL;DR: A survey of the communication course offerings in Alabama's 2-year-college system reveals that most students are required to take either Fundamentals of Oral Communication (SPH 106) or Fundamental of Public Speaking (SSPH 107) as discussed by the authors.
Abstract: Dozens of studies support the fact that communication skills are essential for success in a number of areas. After citing a sampling of these studies, a survey of the communication course offerings in Alabama's 2–year-college system reveals that most students are required to take only one communication course—either Fundamentals of Oral Communication (SPH 106), or Fundamentals of Public Speaking (SPH 107). Since students are typically being exposed to only one communication course experience, that course should be as broad-based and exhaustive as possible. A case is made that SPH106 should be the preferred course.
TL;DR: The authors conducted a qualitative study to determine what attracts faculty to rural community colleges, and found that faculty who expressed satisfaction were those who were comfortable living and working in a rural community, enjoyed the challenge of teaching students who varied considerably in their readiness for college-level work, and delighted in their students' accomplishments.
Abstract: To determine what attracts faculty to rural community colleges, a qualitative study based on the theory of met expectations was conducted. The faculty members who expressed satisfaction were those who were comfortable living and working in a rural community, enjoyed the challenge of teaching students who varied considerably in their readiness for college-level work, and delighted in their students' accomplishments. In the words of one participant “if you like it here you will be fine.”
TL;DR: In this article, a series of noncognitive variables, as measured by the Noncognitive Questionnaire (NCQ), were included in a study of 263 community college students in health sciences programs at a western community college.
Abstract: As community colleges have more applicants, more programs have turned to selective admissions. Additionally, good postmatriculation advising requires more useful assessments than have been possible employing such measures as prior grade-point average (GPA). A variety of problems have been identified in relying on GPA. A series of noncognitive variables, as measured by the Noncognitive Questionnaire (NCQ), were included in a study of 263 community college students in health sciences programs at a western community college. NCQ scores were related to college grades using Pearson correlation and multiple regression. Results showed modest but statistically significant relationships with community college grades. The NCQ scales of Community, Leadership and Strong Support Person contributed most to multiple-regression Equations predicting college grades. NCQ scales tended to correlate highest with early and late community college grades. While students in the study had mean NCQ scores similar to normat...
TL;DR: In this article, the authors investigate an alternative way of evaluating the effectiveness of occupational-technical programs to determine if they are meeting the goals of the students and institution by providing students with entry-level skills into the workforce or the ability to advance in th...
Abstract: A traditional way of assessing program effectiveness of academic programs has been by determining the percentage of students who complete programs and receive degrees or some other acknowledgment of completion. This method of assessment is particularly problematic for community colleges because only 4% of students who enroll in occupational-technical certificate programs do so with the intention of earning a certificate. These circumstances pose significant problems for certificate institutions as well as for those in coordinating/governing units at various levels who must assure that these programs are meeting the goals of the students and institutions in addition to the needs of a region or state. The purpose of this study was to investigate an alternative way of evaluating the effectiveness of occupational-technical programs to determine if they are meeting the goals of the students and institution by providing students with entry-level skills into the workforce or the ability to advance in th...
TL;DR: This paper explored descriptive data from the National Study of Postsecondary Faculty to assess the extent to which African American faculty at 2-year and 4-year institutions differ in their job satisfaction.
Abstract: This study explored descriptive data from the National Study of Postsecondary Faculty to assess the extent to which African American faculty at 2-year and 4-year institutions differ in their job satisfaction. Overall, the findings revealed that African American faculty at 2-year institutions are more likely to report being very satisfied with their jobs than African American faculty at 4-year institutions.
TL;DR: In this paper, the authors focus on the development of the leaders of faculty senate bodies and their role in the campus decision-making process and provide an opportunity for more formal training for those interested in the presidency.
Abstract: Traditionally, faculty members who expected to become presidents ascended through the typical labor chain to that position. However, questions are prevalent about whether these individuals gain the managerial experience needed to succeed in a presidency. Unlike the private business management model that has been successful in developing leaders in that arena, community colleges have not provided such formal training to former faculty members who are well-versed in their field and academic-related issues, but lack formal managerial skills development. One area where such training may be achieved is through the development of the leaders of faculty senate bodies. Faculty senate bodies provide their leaders with an opportunity to provide a voice in the campus decision-making process and, potentially, may present an opportunity for more formal training for those interested in the presidency. Further analysis of the perceived skills of these leaders is an important step in addressing this need. The pu...
TL;DR: The authors examined the financing patterns of 212 community colleges in 11 midwestern states during the decade of the 1990s using the Integrated Postsecondary Education Data System (IPEDS), finding that support from state appropriations declined between 1990 and 2000, and reliance on tuition and fees increased between 1990 to 1995, although both trends were weak effects.
Abstract: This study examined the financing patterns of 212 community colleges in 11 midwestern states during the decade of the 1990s using the Integrated Postsecondary Education Data System (IPEDS). Support from state appropriations declined between 1990 and 2000, and reliance on tuition and fees increased between 1990 and 1995, although both trends were weak effects. The states differed significantly in their reliance on 10 of 12 current funding revenue sources. Despite numerous calls for increased fund-raising, revenues from gifts, grants, and endowments have contributed little to enhance revenue at the institutions studied.
TL;DR: This article investigated the nature of the mentor/protege relationship of community college presidents, and likens it to that of teacher/pupil, and found that the mentors created cognitively complex learning cultures that fostered the development of leadership.
Abstract: This study investigates the nature of the mentor/protege relationship of community college presidents, and likens it to that of teacher/pupil. The qualitative study focuses on how a mentoring relationship evolves and matures over time to create a learning experience that fosters the development of cognitive leadership complexity. Six strategies of the leadership learning process are analyzed: affirm (including listen, support, reflect, and mirror), motivate, evaluate, create networks, be and model, and make people aware of leadership development. Ultimately, the mentors created cognitively complex learning cultures that fostered the development of leadership.
TL;DR: This article conducted a case study at 4 North Carolina community colleges to understand how selected senior campus leaders assessed a new legislatively-mandated institutional accountability program and found that performance ratings under the accountability program were instrumental in prompting changes in instructional programs or staffing.
Abstract: In the spring of 2002 we conducted a structure-focused case study at 4 North Carolina community colleges to understand how selected senior campus leaders assessed a new legislatively-mandated institutional-accountability program. Using confidential interviews and document analysis we collected, analyzed, and interpreted data that revealed clear differences in how leaders regarded the accountability program. These distinct, campus-specific perspectives are characterized as “bureaucratic meddling,” “benign intrusion,” “an opportunity to demonstrate accountability,” and “the divided leaders.” Despite these distinct perspectives, however, we also found 2 overarching themes that illuminated common reactions to the accountability program. First, leaders at 3 of the 4 institutions reported that performance ratings under the accountability program were instrumental in prompting changes in instructional programs or staffing. Second, faculty leaders at 3 institutions exhibited an apathy or unawareness of s...
TL;DR: This article investigated the effects of locus of control and other predictors on personal-emotional and social adjustment to community college in English-language-learner students, and found that having precollege friends attending the same college was significantly related to social adjustment.
Abstract: This study investigated the effects of locus of control and other predictors on personal-emotional and social adjustment to community college in English-language-learner students. Results indicated that locus of control was significantly associated with both social adjustment and personal-emotional adjustment. Students with more external locus of control showed better adjustment to college. Stress and being first in the family to attend college significantly predicted personal-emotional adjustment, while having precollege friends attending the same college was significantly related to social adjustment. Implications for research and service programs are discussed.
TL;DR: In this article, the authors provide some experiential insight into the leadership aspect of the community college, particularly with regard to generational change, and provide a brief consideration of future challenges for aspiring community college leaders.
Abstract: To fully understand the continuing evolution of the community college movement, one must also consider the evolution of its leadership, its changing environment, as well as changing societal needs. This monograph provides some experiential insight into the leadership aspect of the community college, particularly with regard to generational change. Focused topics include needed curricular changes in graduate leadership programs, leadership recruitment and retention, and specific situational discussion. The article concludes with a brief consideration of future challenges for aspiring community college leaders.
TL;DR: In this article, the grades of students enrolled in organic chemistry and biochemistry at a large state university were analyzed to determine if there was a difference in performance between community college transfers and "native" students.
Abstract: Using a statewide database of student records, the grades of students enrolled in organic chemistry and biochemistry at a large state university were analyzed to determine if there was a difference in performance between community college transfers and “native” students. Although only small differences were found for the organic chemistry sequence, much larger differences were found in biochemistry. Given the importance of grades in these classes for admission to competitive professional schools, these results suggest that transfer students, often disproportionately minority and economically disadvantaged, may face greater hurdles in the admissions process. The results further highlight the importance of establishing meaningful articulation agreements between 2-year and 4-year schools.
TL;DR: In this paper, the authors examined the experience of one community college in moving to a more participatory form of governance with the aid of periodic climate surveys and various change strategies and measured the progress of these strategies with periodic administrations of the same instrument.
Abstract: Community colleges are under constant pressure to increase participatory governance and gather data for accountability and accreditation. Campus climate surveys can provide valuable information for these purposes. This study examined the experience of one college in moving to a more participatory form of governance with the aid of periodic climate surveys and various change strategies. After administering the Personal Assessment of College Environment (PACE) in 1999 to determine the existing campus climate, a North Carolina community college introduced a number of change strategies. It then measured the progress of these strategies with periodic administrations of the same instrument. Findings, which were also used for accreditation purposes, indicated significant progress toward a participatory governance model.
TL;DR: In this paper, the authors explored the benefits and challenges of living together for a longer time than was the custom in the past and made recommendations for reciprocal learning and revising generational expectations.
Abstract: Tuition rates for higher education continue to rise at the same time a growing number of young adults are deciding that they need college training to attain their career goals. One common method to cope with the financial strain is for students to remain in the home of their parents while they complete college. Freshmen attending community colleges and their parents were interviewed to identify what they perceived to be the challenges and benefits of living together for a longer time than was the custom in the past. Recommendations for reciprocal learning and revising generational expectations are explored.
TL;DR: In this article, the authors used data collected from students who assessed their instructors' teaching and learning effectiveness to evaluate their teaching effectiveness. Instructors were community-college career and technical education faculty.
Abstract: This investigation used data collected from students who assessed their instructors' teaching and learning effectiveness. Instructors were community-college career and technical-education faculty e...
Journal Article•
TL;DR: This paper provided an historical perspective of writing across the curriculum, alongside a suggested reform model that includes essential components, including essential components of the WAC movement, to improve student writing in English composition courses and throughout the disciplines.
Abstract: The Writing Across the Curriculum (WAC) movement, which swept through all levels of American education during the 1960s and 1970s, seemed a logical remedy for student writing deficiencies. However, the impact of WAC has not lived up to its promise. The WAC movement, as currently implemented in many community colleges, may be ineffective at best. To significantly improve student writing, systemic reform in pedagogical practice in English composition courses and throughout the disciplines is imperative. With no reform, we may unintentionally rob writing of its ability to be a tool for learning, thus negating the movement's primary goal. This article provides an historical perspective of writing across the curriculum, alongside a suggested reform model that includes essential components.
TL;DR: In this article, the authors explored the degree to which leaders utilize research in their decision-making, the sources and usefulness of the research, and how the base of information for decisionmaking could be improved.
Abstract: The process used by community-college leaders in making decisions is very important, given the complexity and significance of their decisions to institutional quality and effectiveness. This article explores the degree to which leaders utilize research in their decision-making, the sources and usefulness of the research, and how the base of information for decision-making could be improved. While community colleges have not been institutions that focus on conducting research, there is a growing trend toward community-college institutional research. However, such research varies widely in quality and applicability outside of the institution conducting it. In 2002, the Community-College Leadership Initiatives conducted an investigation of decision-making practices of a group of leaders in 83 California community colleges. The results of the survey are presented and analyzed. The most important finding is that community-college leaders place a high priority on using research in their decision-making...