Thesis (Ph.D.)--Ohio University, March, 2006. / Includes bibliographical references (leaves 139-159)

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 186-199). Also available on the World Wide Web.

Thesis (Ed. D.)--North Carolina State University. / Includes vita. UMI number: 3098978. Includes bibliographical references (p. 108-115).

This study is a survey of public community college speech programs in Texas. An investigation of the literature revealed that only three similar studies had been made concerning Texas junior colleges. Chapter Four concludes the study by reviewing the current status of public community college speech programs in Texas and making recommendations for the improvement of these speech programs.

This thesis aims to show ways in which research assignments vary, despite the oft-held assumption that these assignments are fundamentally the same, regardless of discipline. for this purpose, research assignments were collected from insructors at one community college. These assignments were analyzed in terms of the following six dimensions: assignment title; topic selection; purpose; approach; format; and source requirements. The assignments were then examined for patterns in their variations across the disciplines, and across instructors within the same discipline. The findings reveal variation along each of the six dimensions. Assignment titles were perhaps the most variable; in fact, in many cases the terms identifying the assigments as research-oriented were not used. Topic selection was often left to the student, with very little guidance from the instructor. Formatting and documentation instructions were consistent, often placing more emphasis on correctly formatting sources and less on the overall style of the paper.

Over the past three to four decades the community college has experienced some tremendous periods of growth and success. Much of this has been due to a growing economy and a growing population. However, the future of the community college may be in for some changes. The effects these changes are having can mean opportunity or disaster depending on the readiness of the institution. The change occurring today requires future insight, swifter action, and a proactive response. Community colleges cannot afford to leave planning for crisis situations. A proactive stance must be taken and tough questions must be asked. In 1991 the Seventy-second Texas Legislature tasked the Legislative Budget Board of Texas with the assignment of developing a long-range strategic plan for state government based on individual agency plans. The passing of House Bill No. 2009 required that all agencies of Texas State Government, including community colleges, develop a strategic plan. The purpose of this study was to determine the significance of certain independent variables towards the perceived importance of three dependent variables - statements of purpose, statements of direction and statements of impact - found in the Legislative Budget Board Strategic Planning Template. Research shows that there are a number of planning paradigms which contain some form of strategic planning. Independent variables such as administrative levels of involvement, levels of experience, levels of strategic planning training, and college location could all be significant factors in determining the success of strategic planning. The results of this study may provide community colleges in Texas with information for better understanding characteristics influencing strategic planning, for identifying strategic planning program barriers, and for evaluating strategic planning program models and outcomes throughout the state.

No description available.

Higher education is facing new expectations and demands for accountability. This is especially true in categorically-funded programs that expand the scope of mission for an institution. The Economic Development Program of the California Community Colleges is such a program. An evaluation of program outcomes was required by the California legislature in 1998 for the Economic Development Program. This evaluation was conducted in a high-stakes environment in a six-month time frame. The intent of this study is to provide a cohesive case history of this evaluation effort, and to examine tools that may prove helpful for the program in future evaluation studies. Interviews with government officials, program administrators and managers, the evaluation contractor, and project directors revealed a consistent lack of understanding of how to construct program evaluations. The evaluation report studied attempted to evaluate program outcomes before assessments of program need, program theory and design, and program implementation had been adequately addressed.

No description available.

No description available.