Community colleges are being pressured to increase their direct support of the economic development agendas of their communities, their states, and even the nation. These pressures develop both externally and internally, and are exacerbated when increased demands for access to community college education must be met with chronically flat-lined or underfunded community college budgets. In order to deal effectively with these pressures, community colleges may have to increase the considerable degree to which they already collaborate with the private interests within their communities. Contract education programs are one of the more powerful collaborative devices available to community colleges. But increasing their emphasis on contract education presents practical and philosophical issues for community colleges, and may even put their traditionally comprehensive missions at risk. This study suggests that the degree to which a community college is able to resolve those issues and maintain a comprehensive mission is heavily dependent upon the ability of the top leadership to balance the values and interests of the multiple organizational cultures that make up the community college and its immediate environment. / Graduation date: 2002

<p>The thesis took the general question of responsive curriculum development which meets both the needs of work and those of the academy as its starting point. The rationale for the topic flows out of education policy and societal pressures worldwide which are calling for an ever greater responsiveness from higher education to the workplace in the twenty-first century. Responsiveness to work requires collaborative and integrative work between communities of academic and non-academic practitioners. Differences between knowledge and practices at work and within the academy are broadly acknowledged in the literature, yet the ensuing nature and complexity of interactions between these two communities in curriculum design on the ground is poorly understood. A key point is to recognize that integration as such cannot be the goal / the differences remain, but have to turned into productive collaboration and joint development, for example, of a curriculum.</p>

Historically Black Colleges and Universities (HBCUs) face the 21st century with questions about change and adaptation to an increasingly science and technology oriented society. They face the challenge of finding a strategy by which they can utilize current resources and energy to maximize their science and technology development. Using a mixed methods research design, this study conducted an analysis of science and technology at HBCUs. The primary objective was to determine what theories (when implemented they are termed strategies) account for the development of science and technology at successful research oriented HBCUs. This was accomplished through a secondary objective to assess productivity outputs at HBCUs using various science and technology indices. The results and findings can be summarized by stating that the selection of strategy is dependent on the maturity of the HBCUs science and technology program. An HBCU that is seeking to initiate a science and technology program should pursue a strategy of federal or state policy supportive of introductory efforts. HBCUs with established science and technology programs that are seeking growth strategies should look toward collaborations and partnerships for the purposes of forming networks and clusters. The formation of joint ventures, partnerships, and networks will further develop their science and technology programs. Leadership is a sustaining factor that enhances the effectiveness of both policy and linkages.

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 58 p. Vita. Includes abstract. Includes bibliographical references (p. 37-38).

<p>The thesis took the general question of responsive curriculum development which meets both the needs of work and those of the academy as its starting point. The rationale for the topic flows out of education policy and societal pressures worldwide which are calling for an ever greater responsiveness from higher education to the workplace in the twenty-first century. Responsiveness to work requires collaborative and integrative work between communities of academic and non-academic practitioners. Differences between knowledge and practices at work and within the academy are broadly acknowledged in the literature, yet the ensuing nature and complexity of interactions between these two communities in curriculum design on the ground is poorly understood. A key point is to recognize that integration as such cannot be the goal / the differences remain, but have to turned into productive collaboration and joint development, for example, of a curriculum.</p>

[Truncated abstract] Changes in the international and Australian economies and labour markets during the 1980s and early 1990s substantially reduced employment opportunities for young people, causing higher education participation and increased school retention rates. Schools responded to these pressures and to Government policy with the development of Vocational Education and Training (VET) programs that integrate school-based learning with industry training, resulting in rapid growth in the participation of senior secondary students in such programs in recent years. Structured Workplace Learning (SWL) is an integral part of many such programs. How students manage their learning in these new environments was the focus of this study . . . The central finding of the study was the theory of ‘Workplace Formation’ that explains the processes students use to manage their workplace learning during the first year of workplacement. ‘Workplace Formation’ is comprised of five categories of processes – preparing, familiarising, committing, adapting, and building. Each category is comprised of two or more processes. While students generally proceed through each category sequentially, there is a degree of overlap between them. This general sequential progression can be disrupted if circumstances change. The extent of ‘Workplace Formation’ may vary from one student to the next. The theory of ‘Workplace Formation’ provides a new perspective on how school students manage their learning in the workplace while still at school and adds to the theoretical literature in this field. Implications of the findings for further research, and for policy and practice are discussed.

Thesis (Ph.D.)--University of Western Australia, 2006.

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1998. / Source: Masters Abstracts International, Volume: 45-06, page: 2776. Typescript. Includes abstract (leaves 118-119). Includes bibliographical references (leaves 45-46).

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 118-124). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 118-124). Also available on the Internet.