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This was an investigation of organizational response to retrenchment in higher education. The presidents and deans of Washington State's 32 community and technical colleges were surveyed to measure the severity of, as well as the strategic and economic approaches taken to the retrenchment. It was found that although there was a statistically significant association of .69 (p > .05) between colleges that viewed retrenchment as a serious threat and the pursuit of revenue enhancing options, there was also a statistically significant association of 87 (p > .05) between the use of strategic retrenchment plans and a decremental approach. These findings support those in the literature which hold that the political context in which retrenchment ls carried out precludes implementation of strategies that are 1n the best long-term interests of the college. This investigation concludes that development of techniques for protection of administrators from retaliation by the college community during retrenchment episodes may be the most effective way to enhance college response. / Ed. D.

The purpose of this study was to investigate the relationship between educational costs and educational output in two-year public community colleges. The research hypothesis was that small rural community colleges cannot produce the same educational output at either the same average or the same marginal cost as do those community colleges that operate on a relatively larger scale. The dependent variable was IEG (Instructional Educational and General) expenditures as reported to NCES (National Center for Educational Statistics). The independent variables were: (1) FTE enrollment, (2) MARKET (proportion of headcount enrollment to target population), and (3) DIVERSITY (proportion of the number of different curricula in which degrees, diplomas or certificates were awarded to the total number (70) of different HEGIS (Higher Education General Information Survey) curricula. A control variable, ADJAVSAL, was used to control for salary differences. Using the 1980-81 HEGIS information as the primary data base, both linear and nonlinear total, average, and marginal cost functions were derived for seven institutional types of two-year public colleges and three composites. Findings from the study lead to the conclusion that although economies of scale (defined as the excess of average over marginal cost) were achievable by all two-year public colleges, how these economies were spent was dependent on institutional size. For example, 194 small rural community colleges were found to add or delete educational programs having the same (not different) marginal cost @ $2,668/FTE. If comprehensiveness is equated with programs having different (not the same) costs, the findings indicate that small rural colleges were unable to convert their achieveable economies of scale into increased comprehensiveness. In contrast, all other two-year public colleges (other than medium large colleges) were found to have nonconstant marginal costs per FTE student. The principal recommendation is that differential funding is needed to compensate for differences in achievable economies of scale between small rural community colleges and their larger counterparts. The continued denial of nearly half the states to compensate for economy of scale differentials of the magnitude confirmed by the present study may be equated to a denial of access to equality of educational opportunity for those served by small rural community colleges. / Ed. D.

This study investigated the views of academic personnel at, and of employers associated with, six community colleges in Virginia and West Virginia regarding the desired amount and character of general education in two-year occupational programs. Specifically, the desired amount of general education was measured as the proportion--expressed as a percentage--of the total credit hours in a program the participants would dedicate to general education, compared to amounts desired for other curriculum components. Response to the primary research question--desired character of general education--was recorded as the emphasis placed on each of several general education competences and measured as a percentage of the general education effort to be devoted to each. Results of the analysis showed that academic personnel and employers are in substantial agreement on the amount of general education desired in a two-year occupational program--about 20-22 semester hours--and on the nature of that component: both would emphasize strongly communication skills and critical thinking and, to a lesser degree, vocational adjustment ability, mathematics skills, human relations skills, and a knowledge of science and economics. Academic personnel and employers would each place less emphasis on ethical sensitivity, knowledge of health and fitness, and political awareness. They would emphasize least a knowledge of art and literature, a global perspective, and a knowledge of history. Employers representing manufacturing, retail sales and non-profit enterprises are in essential agreement on these points. Among academic personnel, occupational faculty, particularly in the engineering technologies, desire less general education and put more emphasis on mathematics and critical thinking skills than do general education faculty. The study finds sufficient consensus among the groups surveyed to suggest that community colleges should move boldly forward to improve their general education programs. / Ed. D.

Today's community colleges are challenged to respond to rapidly changing internal and external environments. Their responses must promote highly responsive and relevant programs and services, while keeping intact the strengths of community colleges--access, student success, and a focus on teaching and learning. Further, these responses must occur in the context of rising costs, decreasing revenues, and increased accountability. Accrediting agencies are requiring colleges to more effectively respond to change by implementing improved planning processes. The research literature on higher education planning suggests faculty are a key constituency to engage in planning efforts. However, little is written about actual faculty experiences in planning. This qualitative study was conducted to provide increased understanding of how faculty at a large, suburban California community college experienced developing discipline specific educational master plans (EMPs) in Spring 2001. Using interactive qualitative analysis methodology, a seven-member faculty focus group first identified the affinities (or themes) of their planning experience. These affinities were used to develop interview questions for another 14 faculty members. The 21 faculty participants were from a total of nine different instructional areas, and had been identified as lead EMP contacts for their disciplines. Following its collection, the data was analyzed to generate grounded theory about the faculty EMP experience. The "Faculty EMP Experience Systems Theory" revealed the primary driver of the faculty experience was their belief eligibility for future resources for their disciplines was tied directly to their EMPs. This was followed by secondary drivers of their past experiences with planning at the college, and the resources they were given, or accessed, to complete their plans. Together, these three drivers directly influenced how the planning work was done. The secondary outcomes of the faculty experience developing EMPs included interpersonal effects of engaging in the EMP process, and unanswered questions about what the administration would actually do with their EMP work. Finally, the primary outcomes of the faculty experience were their evaluation of the EMP processes and products (plans), and the frustrations, if any, they experienced. This new theory suggests implications for practice and further research. / Graduation date: 2003

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This study examined the differences in engagement among entering African American male students at two community colleges in the State of Texas. Three research questions provided the foundation for this study: (1) Is there a significant difference in the engagement levels among first-year male community college students by age group, (2) From the African American male students’ perspective, what are the specific educational programs and institutional practices that supported their retention and persistence during the first semester of enrollment in a two-year institution; and (3) In the case of the African American male students, what organizational and institutional factors influenced their decision to enroll for a second semester at a two-year institution? The series of research questions developed for this study were tested using survey research, casestudy analysis, and qualitative research. The descriptive analyses were conducted using a sample of the data collected from the 22 institutions selected to participate in the Survey of Entering Students Engagement (SENSE) pilot survey. The Statistical Package for Social Sciences (SPSS) was used to compile the frequency statistics and one-way Analysis of Variance (ANOVA) for the 781 African American male study respondents. The effect size (Eta-Squared) was also calculated to identify relative magnitude of the difference between means that were found in the ANOVA results. The researcher also conducted focus groups and in-depth interviews with first-year African American male students who enrolled in a community college. The results of this study indicated there were statistically significant differences among first-year African American male community college students by age group. The results also showed that African American male students who were involved in campus-based initiatives at their community college had higher levels of satisfaction during their first academic term. Finally, several of the focus group and individual interview participants indicated their participation in gender-specific programs influenced their decision to enroll for a second semester at a two-year institution. / text

The overarching goals of this study were twofold: first, to learn how community colleges are preparing students to flourish and contribute to a changing and global economy, and second, how they address those students that do not make it through the community college. Within this context, the researcher elected to perform a case study of Tallahassee Community College (TCC), a college identified as focused on improving student success and empowering students to reach their goals; and, committed to sharing data and information across and throughout the institution. To achieve its ultimate goals, this study had four specific purposes. First, it provided an in-depth account of the development and implementation of the organizational vision and student success (learning and attainment) focus at TCC. Second, the study examined how the use of data provided transparency and redirected the focus of TCC. Third, it examined how TCC’s student learning portal is used by students, faculty, staff, administrators, and the board of trustees. Finally, it considered how the findings may inform policy makers, institutional leaders, and researchers about key factors impacting a student success focus. Taken in concert, the study was designed to provide a contextual framework for implementing an organizational vision focused on improving student success. The study is a qualitative research designed case study informed by quantitative data. The study included TCC serving as the unit of analysis for the entire case, and the student learning portal serving as the unit of analysis for an embedded case study. Qualitative methods employed included documents, archival records, interviews, focus groups, and direct observations. Multiple approaches were used to present the case study including a chronology of key historical events and a categorical or topical format based on an inductive analysis of data. Eight themes emerged as contributing to the work of the student success agenda: 1) leadership style of the president and the board relationship, 2) the vision for student success, 3) transparency and open communications, 4) strategic plan, 5) budget, 6) data and information technology, 7) people and development, and 8) sustainability of the shared vision. / text

The researcher/writer of this treatise has used qualitatively based data to develop a better understanding of the perceptions of college readiness initiatives in three public school districts in the service area of a community college in South Texas. The researcher has also used these methods to understand the perceptions of participants in a community based parental outreach program about the subject of college readiness. More specifically, through the use interviews with public school district superintendents, focus groups with educational professionals in the corresponding school districts, and similar focus group interviews with the parent/facilitators in the outreach group; critical issues, incidents, and events have been identified to improve and better inform the processes of college readiness initiatives for the college. The end product of this treatise will help both the researcher/practitioner and the leadership of the college improve their educational service to the community, and add new voices to the character of this service. The researcher as an outsider to the language and culture of the region, has also reflected on his positionality and professional growth within this community through these processes. / text

While community college transfer students who successfully matriculate into the four-year institution enjoy high persistence and graduation rates, inequities continue to be inherent throughout the process. In order to succeed during this transition, students must employ effective help-seeking strategies that provide them with access to timely and accurate information. This study seeks to be a formal examination of these informational networks. It describes the extensity, composition and positionality of these networks as transfer students exit the community college and enter a large research-extensive university. It also studies the effect that participation in a transfer course has on these informational networks. The results imply that informational networks remain relatively similar throughout the transfer process but that certain populations, including first-generation students and females, are less likely to rely on institutional agents for information. In addition, the effects of a transfer success course appear to be short-term, although it may reap larger benefits for at-risk populations. These findings suggest that socio-academic integration theories are more relevant to community college transfer students than theories based on traditional populations who enter four-year institutions directly out of high school.