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.

The purpose of this study is to determine how economic factors correlate with and have an effect on enrollment at community colleges and provide benchmark enrollment strategies for use by community colleges in the future. A cluster sampling of 22 branch campus locations at 9 community colleges in Mississippi and their respective counties was selected. The independent variables used were median household income, percentage of persons below the poverty level, and unemployment rates. A statistical correlation and regression was conducted to determine if economic factors (median household income, percentage of persons below the poverty level, and unemployment by county) had any correlation or an effect on the decrease or increase in enrollment at the respective community college campus. The correlation and statistical effect based on the regression model used demonstrated that median household income and poverty levels had the strongest correlation and the most statistically significant effect on community college enrollment in Mississippi. Unemployment had a very weak correlation and no statistically significant effect on the sample for community college enrollment for Mississippi during this period. There were some exceptions in which certain community college campuses and their respective county unemployment rates had a very high effect on enrollment for that specific campus and that specific period. There were 6 phone interviews conducted following the analysis of the datasets to determine any internal or external causes to enrollment decreases and increases during this period. 4 of the 6 colleges responded. Of the colleges that responded, 2 saw increases and 2 saw decreases. The predominant enrollment factor denoted by the interviewee was retention and cohesive interdepartmental focus toward recruitment, which resulted in increased enrollment. Of the colleges that saw decreases and were interviewed, it was noted that enrollment personnel were not prepared for the enrollment decrease and could have been. Target markets with higher income and lower poverty levels perform better during harsh periods of challenge for enrollment at community colleges. Increased retention and interdepartmental cohesion produces better preparation for challenging periods of declining enrollment.

The growing number of community college transfer students aspiring to attain a baccalaureate degree increases the importance of understanding their perceptions about mattering at 4-year institutions. The degree to which students believe that they matter to others, they are significant to others, and they are appreciated by others (Rosenberg & McCullough, 1981; Schlossberg, 1989; Schlossberg, Lassalle, & Golec, 1989) is paramount to 4-year institutions retaining and graduating these students. A quantitative study was conducted using the Mattering Scales for Adult Students in Higher Education (MHE) to assess the perceptions community college transfer students have about mattering at a private, 4-year liberal arts institution in five postsecondary domains: administration, advising, peers, multiple roles, and faculty. Two research questions were examined in this study: 1. Do community college transfer students perceive that they matter at a private, 4-year liberal arts institution in five postsecondary domains: administration, advising, peers, multiple roles, and faculty? 2. Are there significant differences in the perceptions of community college transfer students based on demographic factors including age, race/ethnicity, education, gender, employment, dependents, number of dependents, hours worked weekly, hours spent on campus weekly, enrollment status, years at the institution, or major area of study? The participants for this study consisted of 23 respondents from a sample of 31 community college transfer students enrolled during the fall 2015 academic semester. Statistical analysis was conducted using descriptive statistics to describe the participants in the study. Inferential analysis was conducted using independent-samples t-tests to assess the differences in the independent variables in the five postsecondary domains and the students’ perceptions about mattering. The findings from this study revealed that community college transfer students have strong perceptions of mattering in the advising and peers postsecondary domains. Differences were statistically significant for gender, race/ethnicity, age, dependents, employment, enrollment status, and education in at least one of the five postsecondary domains. Implications for this research suggest that institutions that focus on mattering and greater student involvement will be successful in creating campuses where students are motivated to learn, where retention is reduced, and where students are loyal to the institution even after graduation.

Research studies show that potential barriers may hinder a successful accreditation process. This research study examined perceptions of Mississippi’s community/junior college administrators relating to the accreditation process in general, their communication with the regional accrediting agency, and their institution’s facilitation of the accreditation process. 150 administrators participated in an online survey containing 36 questions. Likert-scale response set type questions were used to provide precise information related to the research. Two open-ended questions were also used to provide for a deeper understanding of the administrators’ perceptions. The data were analyzed using descriptive statistics. ANOVA tests were run to determine if differences existed in the administrators’ perceptions based on the administrators’ size of institution, latest accreditation process, or position titles. The findings of the study showed that the administrators agreed or strongly agreed with the majority of the survey statements related to the accreditation process in general, their communication with the regional accrediting agency, and their institution’s facilitation of the accreditation process. In addition, the findings indicated that there were no significant differences in administrators’ perceptions related to the accreditation process. An analysis of the responses to the two open-ended questions suggested the need for consistency in elements relating to the peer review committee’s training, experience, and size, and the need for consistency in information and communication from the accrediting agency. Responses also indicated a need for additional funding and personnel. Major themes drawn from the administrators’ documented perceptions included the following: (a) the self-study (compliance certification) was a major component of the accreditation process in general; (b) a liaison between the institution and the accrediting agency was a necessity for communication between the two entities; and (c) the leadership committee provided adequate assistance to facilitate the process at the institutional level. The size of the institution, the latest initiation of the process, and the position titles within the institution made no significant statistical difference in the administrators’ perceptions.

The purpose of this study was to explore the effect of an act of academic misconduct on transfer student GPA, retention and completion. Three groups were compared from data compiled from 2009-2015: freshman and new transfer, transfer and native student in honor code violations, and transfer student between violators and non-violators. The outcome determined if not committing an act of academic misconduct benefits students’ immediate academic success as seen through a maintained or higher GPA, retention from one semester to another, as well as completion. The study utilized the quantitative, quasi-experimental study design. The research was conducted using descriptive statistics to analyze data research question one, What are the differences in the number of honor code violations for transfer and native students. Then, an independent t-test was administered to determine significance regarding research question two: What are the differences in academic indicator for violators and non-violators? (a) GPA in the semester of violation, (b) Retention, and (c) Graduation rate and research question three: What are the differences in academic indicator for transfer student violators and non-violators? (a) GPA at the end of the first semester (b) Retention and (c) Completion

No description available.

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.

No description available.

The purpose of this study was to explore with community college presidents of 292 Southern Association of Colleges and Schools Level 1 institutions their perceptions as to the extent to which selected leadership styles presently required in the performance of presidential duties may be required in the future. Also investigated were leadership succession planning and professional development initiatives aimed at identifying and developing future leaders. A total of 209 (71.6%) presidents completed a researcher designed survey. Data analysis resulted in the following major findings. The presidents indicated a high level of support for each of the five leadership styles for current presidents as well as for future leaders. A consultative style of leadership was deemed to be the most important form of leadership for current leaders and increasing in importance for future leaders. Participative leadership was ranked second and could be considered as a transitional alternative for new presidents. The delegative and negotiative leadership styles were cited as the third and fourth most important forms of leadership for current and future leaders. Fifth ranked was the directive or autocratic style of leadership. Three-fourths of community college presidents indicated that they were actively engaged in the identification and development of potential leaders. Presidents were highly supportive of six developmental areas (budgeting, financial management, fund raising, governing boards, internal governance, and politics/relationships) but perceived politics and relationships as being the most critical area of development for future presidents. Presidents, with less than 10 years of service, were more actively engaged in identifying potential future leaders than their longer tenured counterparts. Those planning to retire within the next 6 years indicated the highest level of engagement. Institutional leaders who had been identified for advancement in a succession plan during their careers were more likely to have a succession plan in place in their institution; however, succession planning was largely informal.

Participation in non-classroom activities has been documented to extend the intellectual, social, and psychosocial outcomes of the college experience. However, the benefits of non-classroom activities are often difficult to quantify due their voluntary nature, with findings mostly related to students within four-year institutions. The purpose of this study was to determine whether rural community college full-time freshman students who participate in non-classroom activities differ from nonparticipants with regard to self-identified values of academic integration, social integration, degree commitment, collegiate stress, and institutional commitment. These five factors have been demonstrated to influence student persistence and were adopted from Davidson et al.’s (2015) College Persistence Questionnaire, Version 2 (CPQ-V2). CPQ-V2 data were collected using an electronic survey distributed during the Fall 2021 semester. Survey participants offered details about their personal background and involvement in non-classroom activities, followed by responses to a series of questions from an adapted form of the CPQ-V2. The chi-square test of independence and one-way ANOVA were used to identify significant associations or relationships between variables. Data were analyzed through the lens of Astin’s theory of student involvement and Tinto’s theory of student departure. The results of analysis detected statistically significant associations between students’ level of involvement and their program of study, residency, employment, parental education, and volume of online classes. Their type of involvement was found to have a significant association with student residency. The level of involvement among students was also found to be significantly associated with their self-reported sense of social integration and degree commitment, a finding that was accompanied by the types of involvement and their statistical significance to their sense of social integration. Results from the survey instrument can vary across institutions and student populations; still, the results further demonstrate the differences among student groups in their non-classroom involvement. Accordingly, practitioners should continuously monitor their institution’s effectiveness in providing non-classroom opportunities that meet community college students’ needs and support their persistence efforts.