A major focus of policymakers in recent years has been community colleges, which have been viewed as potential engines for economic advancement and student success. I examined the leadership history of Roane State Community College, a two-year institution of higher learning serving a nine-county service area mostly in rural East Tennessee as perceived by individuals who have served as the college’s presidents. Five current and former presidents were interviewed about their experiences as president and their perceptions of the college’s history. Narrative research was used to recount a history of Roane State Community College, and the key events and factors shaping it, as well the role played by various leaders. The results of this study illuminate the history of Roane State Community College, provide insight into the leadership of community colleges in general, and add to the literature on the history of community colleges in the U.S. Among the findings were that the founding of Roane State, funding concerns, the establishment of satellite campuses, the use of technology, and the establishment of Pellissippi State Community College were considered among the key historical events. Participants also reported that they valued collaborative, consensus-building styles of leadership.

This qualitative study examined the lived experiences of Queer students at ABC Community College. Using phenomenology as its guiding framework, transcribed interviews were analyzed in order to seek the phenomenon of the experience. Examination of the literature suggested that Queer students’ experiences of discrimination could have a negative impact on academic achievement and that inclusive and affirming spaces have the opposite effect. Further, Queer students search for affirming spaces from their faculty and peers, and the engagement these spaces provide may be good prognosticator academic achievement. When students are provided with inclusive spaces, they may be more likely to come out, live openly, and represent themselves authentically (Kosciw J. G., Greytak, Palmer, & Boesen, 2014). Other researchers are encouraged to replicate the study with a larger number of participants, using a combination of qualitative and quantitative research methods.

This primary goal of this study was to compare the levels of importance, satisfaction, and perceived engagement between adult learners and Tennessee Reconnect adult learners at two Tennessee community colleges. A two-group comparison research design using existing data from two survey instruments was used for this study. The data was analyzed using descriptive and inferential statistics based on the scales and subscales of the two surveys: Adult Learner Inventory (ALI) and Survey of Entering Student Engagement (SENSE). Because Tennessee Reconnect is a new program, very little literature has been conducted targeting this specific population. Therefore, this study attempted to add to this body of literature and fill the gap in literature in regard to the Tennessee Reconnect population. Sixteen statistically significant differences in importance and six statistically significant differences in satisfaction were found between adult learners and Tennessee Reconnect adult learners. These were found over all subscales, except learning process. In all these differences Tennessee Reconnect adult learners had higher mean importance and satisfaction levels. These findings show changes that have been implemented since Tennessee Reconnect (i.e., professional advisors, career counselors, extended hours of operation for student services, etc.) have led to an increase in the mean satisfaction rate among Tennessee Reconnect adult learners. Statistically significant differences were also found between adult learners and traditional college students in the areas of perceived engagement with student services and faculty. Adult learners showed higher mean scores for engagement with faculty inside the classroom and with student services such as tutoring and skills labs. However, adult learners also showed the lowest mean satisfaction scores with these same student services. These findings show there are areas that need improvement to better serve the Tennessee Reconnect population, including changes to tutoring services and skills labs. This study provides support for literature findings that adult learners are a different population of students with different needs and requiring different or modified accommodations for success.

The purpose of this non-experimental, quantitative, comparative study was to determine whether there were significant differences in fall-to-fall retention and graduation rates, between first-time, full-time students who engaged in at least one early post-secondary opportunity (EPSO) while in high school and those who did not. Archival data for this study were collected from the participating community college between 2015 and 2018. The sample for this study included 2,911 students enrolled in academic programs at the community college and included retention rates and graduation rates for students who participated in EPSOs (N = 622) and those who did not participate in EPSOs (N = 2289). Other data collected for each participant included: (a) socio-economic status as determined by Pell eligibility, (b) at-risk status as determined by an ACT score of 17 or below, and (c) gender. Chi-square tests using a two-way contingency table with cross tabs or independent sample t-tests were used to evaluate each of the research questions. The findings demonstrated that participation in EPSOs resulted in increased retention and graduation rates. Findings from this study may contribute to the existing body of knowledge as to whether high school participation in EPSOs is associated with improved retention and graduation rates at community colleges.

The purpose of this quantitative, comparative study was to determine the relationship between retention and academic success of students who participated in a College to Career Navigation exploration course and students who did not participate in the course at a rural, community college serving a 14-county area in the Southeast U. S. Archival data were collected from the participating community college’s student information system. Other data examined for this study included the student’s gender, at-risk status, and age. Retention data of the first-year, full-time students were collected and measured in accordance with the enrollment requirements of the community college’s governing board. Data for academic success were collected and measured by student’s cumulative final GPA. Chi-square tests of independence and independent sample t tests were used to analyze the relationship of the College to Career Navigation exploration course with outcomes that measured student success. Overall findings from the chi-square tests indicated, that participants of the College to Career Navigation exploration course had significantly higher retention rates than those students who did not participate in the College to Career Navigation exploration course. The independent sample t tests indicated students who participated in the College to Career Navigation exploration course at significantly higher cumulative GPAs than those who did not participate in the course.

Investigated personality factors associated with self-actualization among first time entering students at a predominately trade-technical community college. The Ss were 529 students enrolled in liberal arts and trade-technical programs. The Ss were administered the Personal Orientation Inventory (POI) and the results formed the basis of two analyses. I. A 2x2x2 (eight cells) factorial analysis included length of attendance, vocational choice, and age, applied to each of the 12 POI scales. It was found that: (1) POI measures did not differentiate between persisters and drop-outs over a one semester period; (2) that liberal arts students received better POI scores than did technical vocational students on the scales of Inner-Directed Control, Existentiality, Self-Regard, Synergy, and Capacity for Intimate Contact; and (3) that older students received better scores than younger students on the Time Competence, Inner-Directed Control, Self-Actualizing Values, Synergy, and Self-Regard scales. II. A lx8 analysis for each of the 12 POI scales indicated differences between the eight major ethnic groups represented in the study. The scales of Time Competence, Inner Directed Control, and Existentiality were significant at the .01 level, and the scales of Synergy, Self-Actualizing Values, Nature of Man, Self-Acceptance, and Capacity for Intimate Contact were significant at the . 05 level. A subsequent Newman-Keuls analysis revealed greatest differences between Filipinos. Chinese and Portuguese versus other groups studied. Caucasians received higher scores on all scales and Filipinos scored consistently low on all scales. A comparison of the Tc and I scales for the ethnic groups indicated a relationship between these scales and degree of acculturation.

The purpose of this study was to investigate the impact that the affirmative action principle of equal employment opportunity for women administrators of music departments has had on the California Community College system. Specifically, the study examined female music department chairs and division deans of the performing arts (whose assignment includes supervising music departments) to determine if there had been any change in the ratio between male and female administrators from 1970 to the present. The study also investigated demographic, psychological, and organizational factors that may present barriers for women seeking positions within higher education administration. Barriers identified in previous studies were compared to those identified in this study to determine whether they have been eliminated or remain or have been replaced with new ones. The female music department chairs and performing arts deans were surveyed by mail and interviewed by telephone. The data were gathered, presented, and analyzed, with portions compared to the findings of similar previous studies and publications from the California Postsecondary Education Commission. The data were presented categorically by theme, including gender and ethnic diversity; education and teaching experience; administrative experience; influence of organizational factors; methods of recruitment; role of mentors; facilitators and barriers to career achievement; value of gender equity; perceptions of affirmative action; and building an administrative career. This study found that the percentages of women and female minorities have increased since the implementation of affirmative action. The findings further indicate that although effective, affirmative action does not address all issues that result in gender and racial inequities. Other intervention is necessary, including development of mentorship programs, active recruiting of female students in non-traditional areas of study, and elimination of gender biases in the teaching of children and adults.

Purpose: The purpose of the study was to utilize costing procedures developed by the Western Interstate Commission on Higher Education to compare per-student credit hour cost for disciplines taught in both.the day and evening. Procedures: (1) A structure to identify and categorize similar patterns of activity based upon the work performed by the Western Interstate Commission on Higher Education provide·d the foundation for the study. (2) Allocation of direct costs "ms .made to each discipline defined through the initial identification of activities. (3) Services rendered to the categories of evening and day collegiate programs were examined, with allocation of costs to common disciplines based upon recognized parameters which were established from the literature. (4) ·Student credit hour cost ·for each of the disciplines was calculated through the division of total cost for the discipline by the number of credit hours in each category. ( 5) Costs for disciplines taught both in the day and evening categories were compared through utilization of an F-distribution and a significance level of .05. Findings: (1) A modification of the Program Classification Structure can be effectively used to compare costs of day and evening college. (2).Based upon a 2-tailed comparison utilizing a .05 level of significance, there is a significant difference between the cost per credit hour for cost centers representing the direct and full cost of the day and evening categories. Recommendations for Further Study: Additional research should be conducted so that there may be ( 1 ) further .examination of needs of the evening student; (2) examination of optimum enrollment ratios for day and evening; (3) further examination of activity analysis procedures; (4) consideration of the need for "off-campus" faculty involvement; (5) examination of alternative methods of financing by the state; ( 6) examination of courses from the standpoint of their value to education and the community.

As accountability pressures have increased on community colleges, they have been challenged to demonstrate their value to the communities they serve. One role commonly included in community colleges' mission statements in Tennessee and nationally is support of local economic development. The purpose of the study was to assess the importance and accomplishment of 17 activities and 3 roles of Tennessee community colleges regarding their support of business incubators that provide resource-sharing networks to entrepreneurs in their critical startup phases. To conduct this study, a questionnaire was developed and provided to administrators associated with incubators and incubator tenants to ascertain their perceptions regarding community college support of Tennessee incubators. The questionnaire was administered state wide through the assistance of existing Tennessee business incubator directors. The population for this study was Tennessee administrators associated with the incubators and the incubator tenants. Ninety-seven questionnaires out of 156 were returned, for a 62% response rate. The findings of the study included: (1) there was general agreement between administrators and tenants on their perceptions of the degrees of accomplishment and importance of community college activities supporting incubators; (2) there also was agreement between administrators and tenants that the importance exceeded the accomplishment of community colleges' business incubation activities and aggregative roles; and (3) no relationship existed between demographic and institutional factors and how the tenants and administrators perceived the importance and accomplishment of community colleges' business incubation activities and roles. Conclusions reached from this study were: (1) There was a need for increased community college efforts to support business incubation activities; and (2) demographic and institutional factors did not affect the overall perceptions of the importance and accomplishment of the community colleges' business incubation activities and roles. Recommendations to improve Tennessee community colleges' practice included: (1) Administrative leaders at each community college should increase the time and money they devote to supporting their respective business incubator; and (2) each community college should use the assessment data from this study as a basis for a more detailed evaluation to develop or revise a strategic plan for business incubator support. Recommendations for further research were to replicate this study in other states and for the entire nation. Using this and future studies, college administrators could target their community college services to better serve business incubator needs, thereby supporting the unique economic development activities in their respective service areas. As a consequence, the results of their revised strategic plans for incubator services could demonstrate how those community colleges' economic development efforts are being accountable to their missions.

The purpose of this study was to determine the perceptions of chief academic officers (CAOs) and chief distance education officers (CDOs) regarding faculty satisfaction in areas of released time for training and course development, workload, overall support of distance education, and extra compensation. One-hundred-sixteen surveys were sent out by e-mail to all 58 community colleges in North Carolina. The data for this study came from the returned surveys. The combined return rate of surveys was 78%. The SAS Institute program procedures were used for the analysis of the data. An alpha level of .05 was used for all statistical analyses. Results of this study showed differences between the CAOs and CDOs regarding faculty satisfaction on key issues. One reason for this could be more frequent contact of faculty with CDOs than with the CAOs. Recommendations for further research include: This study should be replicated in 2 to 3 years to ascertain what changes have occurred in North Carolina community colleges; Similar comparative studies should be made regarding community colleges in other states; Additional studies should be conducted in North Carolina to gather comments and concerns directly from faculty members; The following recommendations are made to improve distance education in North Carolina: Adequate technology funding for distance education programs in North Carolina community colleges needs to be acquired; A state formula should be developed to enable the sharing of FTE for community colleges in North Carolina that provide joint distance education programs; Long-range plans for supporting and training faculty members and funding distance education programs should be developed in North Carolina community colleges; Community colleges without written distance education policies should develop them; Community college administrators should become better informed about the needs of distance education faculty members and programs; and A state wide task-force needs to be developed to study the needs of distance education faculty members and programs in North Carolina.