<p> The purpose of this study was to investigate the impacts of strategic partnerships between community colleges and key stakeholders; to specifically examine strategic partnerships; leadership decision-making; criteria to evaluate strategic partnerships that added value to the institution, value to the students, faculty, staff, and the local communities; and that furthered the community college mission. One-hundred and twenty-five higher education administrators from thirty seven states and one U.S. territory participated. </p><p> The literature defined strategic partnerships in higher education (Alfred, 2006; Gajda, 2004) and highlighted the theoretical constructs of strategic management (Alfred, 2006; Myran &amp; Howdyshell, 1994; Stahl &amp; Grigsby 1992), leadership decision-making (Bogart, 1994; Eaton, 1988; Strauss, 1978), collaboration theory (Gray, 1989; Schroeder, 1999), negotiation theory (Faberman, 1978; Strauss, 1978), and resource dependency theory (Nienh&uuml;ser, 2008; Strauss, 1982, Schwalb et al., 2011). The literature review established a basis for successful strategic partnerships. </p><p> A web-based survey was created by the author based on the literature and was reviewed by an expert panel. The sample included community college administrators, primarily College Presidents (<i>n</i> = 66). Data collection utilized SurveyMonkey. Data analysis was descriptive on seven research questions. </p><p> The recommendations abridged from the research study were: &bull; Reevaluate strategic partnerships to meet the current goals outlined in the existing community college mission statements. &bull; Modify the community college missions in the United States to be reflective of the federal mandates of accountability and degree completion. &bull; Provide greater inquiry by community college administrators over the costs and benefits of strategic partnerships to improve selections that ratify the missions with focused emphasis on accountability and degree attainment. &bull; Strengthen strategic partnerships that foster K-12 transitions, greater attainment of two-year degrees, and matriculation toward higher level degrees to be reflective of the higher expectations placed upon community colleges to meet the needs of diverse student populations. &bull; Advance and strengthen models of strategic partnerships, particularly with the university, to improve the effectiveness and increase successful transfer rates and higher rates of degree completion.</p>

<p> California established the Board of Governors (BOG) fee waiver in 1984 to maintain educational access after the implementation of the state's first ever unit-based fees for community college attendance. Although it was not designed as an incentive to stimulate higher levels of academic achievement or student success, recent accountability policy enactments have ascribed this purpose to the BOG fee waiver. An example is the Seymour-Campbell Student Success Act of 2012, which established the first-ever academic satisfactory progress requirements for BOG fee waiver recipients. The purpose of this study was to explore the relationships among students' financial aid awards, including the BOG fee waiver, and measures of success for students who were attending Rio Hondo College. Findings showed that students who had the greatest financial need&mdash;and therefore the highest financial aid awards&mdash;had lower cumulative grade point averages and completed a smaller percentage of units attempted. While the study was unable to control for students' prior academic achievement, it appears that financial aid awards were not sufficient to fully counteract the negative effects of students' need, thus calling to question some of the efficacy of adding academic performance requirements to financial aid awards such as the BOG fee waiver. The paper concludes with a discussion of findings and recommendations for policy, practice, and future research. </p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4682. Adviser: K. Peter Kuchinke. Includes bibliographical references (leaves 114-122) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 218-228). Also available on the World Wide Web.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Ernest E. Harris. Dissertation Committee: Norval L. Church, Paul L. Essert. Bibliography: leaves [124]-135.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1646. Adviser: James Leach. Includes bibliographical references (leaves 213-221) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1965. / Includes vita. Includes bibliographical references (leaves 183-188). Available online via OhioLINK's ETD Center.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0483. Adviser: Debra Bragg. Includes bibliographical references (leaves 244-251) Available on microfilm from Pro Quest Information and Learning.

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