Over a six-year period, this study compares the demonstrated priorities and efficiency of 328 U.S. community colleges to the historical mission of community colleges which includes the goals of unrestricted student access, service to many students, and the delivery of comprehensive, high-quality, low-cost educational programs. Sample data was provided by NACUBO for 328 institutions (out of a U.S. population of 770) reporting in both 1981-82 and 1986-87. The study compares the 1986-87 resource allocation patterns for each institution to the 1981-82 patterns for that same institution. Measurements include the level, mix, and rate of change in F.T.E. student enrollments, square footage, market penetration, the number of full-time faculty, F.T.E. faculty, support staff, and expenditures for Direct Instruction, Instructional Support, Student Services, Institutional Support, and Plant Operations. 2 Summary data is presented for the sample as a whole and separately by state for institutions with enrollment growth and for institutions wi th enrollment decline. Over the six-year period, sample institutions received $1.4 billion in incremental revenues. Classroom teaching received 43.1 cents of every incremental dollar, ranked fourth out of five expenditure categories in rate of expenditure growth and fell from 50.5% of total expenditures to 48.4%. Square footage and F.T.E. support staff increased 9.3% and 13.2% respectively while F.T.E. student enrollments and the number of full-time faculty declined 2.9% and 2.4% respectively. By 1986-87 fewer F.T.E. students and a smaller percentage of service area populations were served by fewer full-time teachers, at higher cost by substantially more square footage and support staff. The study concludes that these patterns are inefficient and inconsistent with the historical mission of community colleges.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vii, 159 p. Includes abstract. Includes bibliographical references (p. 122-127).

Title from title page of PDF (University of Missouri--St. Louis, viewed March 2, 2010). Includes bibliographical references (p. 111-121).

Not available / text

Thesis (M. Ed.)--University of Toronto, 2004. / Adviser: Peter Sawchuk.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 234-238). Also available on the World Wide Web.

Thesis (Ed. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 177-184). Also available on the World Wide Web.

Copiah-Lincoln Community College (Co-Lin CC), from its beginning, has been a product of and provider of service to its local and regional communities, from its economic impact through increased tax base and revenue, to its educational impact through graduates of academic and technical programs, to its workforce training impact through cooperation with local industry to promote economic development. It is imperative for the continued growth and stability of the communities it serves and the state of Mississippi that Co-Lin CC and the other Mississippi community colleges continue to carry out their mission of providing the best possible opportunities for students. The purpose of this study was to place one institution into the larger historical narrative about community colleges. This study attempted to describe the factors that led to the establishment of an agricultural high school that developed into a junior college. The study also described the original mission and how it evolved during the 100 year history of the institution, including the continuing economic impact of the college on the local community. Historical data were mined from a variety of primary sources such as documents, letters, legislation, school records, board meeting minutes, and images; pertinent secondary sources and interviews from pertinent college leaders were collected; and existing economic impact data were referenced to identify emerging trends. Results indicate factors leading to the establishment of the agricultural high school and junior college included access, affordability, and quality of education. The implementation of the mission of the college, throughout its 100 year existence, evolved along with the changing needs of the community. The needs of the students and the community changed and the wording of the mission changed, but the mission did not change. Along with the educational impact, the economic impact is an integral part of the effect that Co-Lin CC has on the local communities it serves.