Research and Reports Blog
Date Posted: June 28, 2017
Author(s): Katherine S. Marble
abstract file attached above
 
Date Posted: June 7, 2017
Author(s): Dr. Jeffrey A. Fletcher
This report is an executive summary of a dissertation mixed-methods research study that investigated correlational relationships between state-funding distribution formulae and state-level CC governance structures across the national landscape. The purpose of this study was to determine if there were any correlational relationships between state-funding distribution formulae and state-level CC governance structures. State funding distribution formulae are tools utilized to substantiate the acquisition of funds and delineate the cost of education. Many states have experienced change since 2000 and it was critical to research whether or not state-funding has been an influence and/or driver of change. Furthermore, Mullin and Honeyman’s (2007) research about CC state-funding distribution formulae across the national landscape was found to be the most recent typology study from a review of the literature. As a result, an up-to-date typology of state-funding distribution formulae was needed.
Categories: Finance, Governance
 
Date Posted: May 15, 2017
Author(s): Krishna Bista
In this chapter, the author examines the perceptions of community college faculty’s international experience and internationalization at their campuses. The findings indicated a statistical difference between two types of faculty members: foreign-born faculty vs. US-born faculty and faculty with a prior international experience vs. faculty without an international experience. The outcomes of this study may help institutions of higher education enhance campus internationalization resources and diversity activities and provide faculty a rewarding workplace.
Citation: Bista, K. (2016). Faculty international experience and internationalization efforts at two-year colleges in the United States. In R. L. Raby & E. Valeau (Eds.), International education at community colleges: Themes, practices, and case studies. New York, NY: Palgrave Publishers.
 
Date Posted: December 16, 2016
Author(s): Dalila Avila Sajadian
Attainment and completion of college remains a problem for a large number of students, but particularly for community college and minority students. Co-enrollment is the process of enrolling at one or more institutions at the same time. This purpose of this practice brief is to review the literature on co – enrollment of students in both, 2 and 4 years institutions, as well as its impact in attainment and completion of a degree. This brief also aims to guide Community College leaders in the transfer of credits for con – enrolled students, following an ethical leadership approach, in particular a teleological metatheory. Key words: community college, co-enrollment, attainment and completion, ethical leadership.
 
Date Posted: December 14, 2016
Author(s): Drs. Jeffrey A. Fletcher
This report provides an analysis and evaluation about state-level community college governance structures of the 50 American States. There is a limited amount of research that has been done on state-level community college governance structures, and therefore additional and more comprehensive research on how the 50 American States structure their state-level governance of community colleges was needed. Additionally, an update on state-level community college governance structures for the 50 American States is beneficial for community college governance leaders across the country to not only stay current and informed on changes and trends, but to also have a better understanding about other states’ power-structures, governance, and administration over community colleges.
Categories: Governance
 
Date Posted: April 7, 2016
Author(s): Jessica Horohov
This study intends to frame individual employee understandings of a competency-based education (CBE) program in the Kentucky Community and Technical College System in the past and present discourses of American higher education reform. The conference presentation will include an overview of the methodology (critical discourse analysis), the social and historical context of education’s efficiency and accountability, and preliminary results from interviews conducted with faculty and administrators of KCTCS.
 
Date Posted: March 17, 2016
Author(s): Dr. Janice Sitzes and Dr. Duane Akroyd
This study examined the relationship between institutional support mechanisms and veteran student persistence at North Carolina community colleges. This non-experimental research used a cross-sectional predictive design that utilized two sets of surveys to gather information from college administrators and veteran students. Twenty-five of the 58 North Carolina community colleges agreed to participate in the study. Administrators from 13 of the participating colleges completed surveys. Seventeen of the participating colleges provided lists of veteran students for a total of 2,860 veteran students. The researcher received 517 student surveys, of which 348 were included for analysis. Data from the administrators’ survey were analyzed with descriptive statistics to ascertain the community colleges’ current and planned services in support of their veteran student populations. Data from the students’ survey were analyzed with logistic regression to determine the predictive ability, if any, of independent academic, background, environmental, and institutional variables on veteran students’ intent to persist. Analysis of 27 independent variables in the students’ survey found five variables—family and friends support, counseling and psychological services, financial aid/tuition assistance counseling, child care, and veteran recognition activities—to be statistically significant in persistence decisions. This study did not find statistical significance for institutional support programs and services that would connect veteran students with each other—possibly due to the lack of availability of these programs and services on the campuses of study participants.
 
Date Posted: February 26, 2016
Author(s): Lucia Lacey-Nevitt
Two-year College Succession Planning: Utilizing the Mission Statement for Selection of the Vice President of Human Resources Abstract Colleges have a critical investment in the proper selection of key executive administrative positions with high quality leadership and character since leadership transitions can be unsettling and costly, and governing boards have a vested interest in getting it right. The problem is that two-year colleges are facing a strategic planning crisis because administrators fail to align the mission statement with a succession plan, leaving colleges struggling to plan for replacing key administrative positions. This qualitative case study analyzed the best strategy for the selection process of executive college administrative positions, specifically the Vice President of Human Resources. This study was undertaken because of the limited research on the ways in which college mission statements can guide the strategic succession planning for executive administrative positions. The study employed a purposive sample of six human resource college administrators, and utilized multiple data sources: person-to-person interviews, focus group interview, and the Personal Assessment of the College Environment (PACE) Survey. The results of this study provided knowledge to academic administrators on the value of recognizing that a mission statement must guide succession planning for effective leadership development. Future research could utilize a larger sample of two-year colleges to strengthen generalizability of these findings. The integration of a multi-case/multi-site study into future research designs could improve the comprehensiveness nature of the results and allow for further comparative analysis between other two-year colleges. Knowledge derived from this study could contribute even more transparency in regard to the multitude of variables that contribute to the ways in which a two-year college mission statement guides the strategic succession plan for key administrative positions.
 
Date Posted: February 21, 2016
Author(s): John S. Levin, Marie Christine Martin, Ariadna I. López-Damián, Michael J. Hoggatt
This qualitative, longitudinal study focuses on neoliberal policy and practice in three U.S. community colleges in three states over a 25 year period. A narrative analysis of interviews with faculty and administrators and content analysis of institutional documents and policies revealed that both state and institutional policy and organizational behaviors emphasized program completion (including credentialing) and student learning outcomes, on the one hand, and state policy emphasized a globally competitive workforce and economic development, on the other hand. Findings indicate that although state policies focused on efficiency and performativity, neoliberalism in community colleges is not monolithic. Individual colleges responded in unique ways as they sought to respond to policy demands while endeavoring to maintain their missions and pursue their own local goals.
 
Date Posted: February 10, 2016
Author(s): Bob Barber, Sue Kater, and Other CSCC Members
This document contains answers to questions frequently asked by graduate students at CSCC conferences who are interested in working at or conducting research at community colleges. It can be used at higher education leadership programs and other forums where graduate students are seeking to learn more about the community college world.
 
Date Posted: December 18, 2015
Author(s): Alan Stage
This paper investigates the need for community colleges to offer baccalaureate degrees. A research of the literature examined the need for this type of degree as well as how it fits with the mission of the community college. This paper will argue that the literature indicates both a need for these programs as well as the ability and willingness for community colleges to deliver them. The literature also shows, however, a gap in available research on the outcomes achieved by community colleges offering these programs.
 
Date Posted: December 18, 2015
Author(s): Jennifer A. McConville
The population of the United States is over half female. Women in the United States receive 57 percent of higher education degrees awarded each year. With these numbers continually increasing, one might assume the number of women leaders in our colleges are also growing at the same rate. They are not. This paper looks at the arguments behind why the ratios are not growing at a faster percentage. It also examines possible ways to start changing that trend.
 
Date Posted: December 18, 2015
Author(s): Vanessa Meinberg
This paper discusses issues facing low-income students in relation to degree-attainment and success rates at community colleges. Topics discussed include analyzing barriers this population faces using the socio-cultural theory and recommendations for action implementing Tinto’s (1975) Interactionalist Model of Student Persistence. Limitations and implications for future research are discussed as well. Keywords: Community College, Graduation Rates, Low-Income
 
Date Posted: December 18, 2015
Author(s): Miles Young
Community colleges currently face a crisis is governance in which globalization and the neo-liberal agenda have dictated how many administrators have chosen to structure their organizations. Consequently, faculty at these institutions have found themselves marginalized in this new corporate model. Shared governance, in response, provides a framework that scholars and practitioners can use to maintain community colleges’ relevance in today’s global market while ensuring the inclusion of faculty in institutional decision-making.
 
Date Posted: December 17, 2015
Author(s): Garrett D. Nogan
This position paper details the current climate and challenges of higher education. It highlights the challenges and myriad of issues specifically facing community colleges. While there are many types of leadership, collaborative leadership plays an overwhelming role in enabling community colleges to be successful now and in the future. Meeting multiple missions, maintaining organizational survival, expanding its reach, and meeting diversity needs are all challenges that are best solved through collaborative and participative leadership. While this leadership approach isn’t flawless, drawbacks and counter-arguments will also be identified.
 
Date Posted: December 16, 2015
Author(s): Holli Duggan
The purpose of this paper is to provide recommendations for increasing the use, revision, and development of open educational resources (OER) through closer collaborative partnerships with community college librarians to increase information literacy instruction. OER are defined as educational materials that are licensed to use freely which include learning objects such as videos, digital textbooks, learning modules, and lessons. Collaborative instruction efforts and the integration of OER can lessen financial burdens, enhance traditional curriculums, and help students’ transition to effective online learners.
 
Date Posted: December 15, 2015
Author(s): Janet K. Gill
With the open access model of community colleges and a goal of providing opportunities to all, we are challenged with helping those with the highest financial need find opportunities to better themselves and support their families. Community colleges have historically provided programming that gets people into career areas that can provide good living wages. One of the challenges those in poverty encounter as they look to education for the first step of their career is the unavailability of funding for certificate and short-term training programs. With this paper I will outline critical challenges we must address to assist those in poverty. I will also outline strategies to ensure successful attainment of educational goals that will advance financial security. In particularly, I will describe the constraint at most colleges that limits the availability of FAFSA funding for certificate programs
 
Date Posted: October 23, 2015
Author(s): Shaila Danielle Mulholland
While new community colleges proliferated across the nation during the 1950s and 1960s, Indiana’s postsecondary educational leaders pursued an alternative route to expanding educational opportunity during the postwar years through extension campuses. The study reported in this article draws on archival documents to gain an understanding of the rationale and motivations for opposing community college development in Indiana during the 1950s and the 1960s. Two research questions guided this analysis. First, how did state and educational leaders frame the issues, problems, and alternatives related to the expansion of post–high school educational opportunities? Second, why did policy actors in Indiana choose strategies different from those selected by most other states?
Citation: Mulholland, S. D. (2012). The Indiana story: How the extension movement was won. Community College Review, 40, 340-360. doi: 10.1177/0091552112458150
 
Date Posted: October 23, 2015
Author(s): Ketevan Mamiseishvili, and Lynn C. Koch
This study used data from the Beginning Postsecondary Students Longitudinal Study to examine the demographic and in-college characteristics of students with disabilities at 2-year institutions, identify the types of educational services available to them, and determine how students’ disability conditions and their selected demographic and in-college characteristics related to their persistence. Nearly 25% of the students with disabilities in the sample did not persist beyond their first year, and almost 51% left without return by the end of their third year. The results from chi-square tests revealed that nonpersistence was associated with depression, physical or orthopedic conditions and other conditions not specified in the survey. Delayed enrollment decreased the likelihood of both first-to-second and 3-year persistence. Conversely, full-time enrollment, high grade point averages (GPAs), high degree aspirations, and meetings with academic advisors were positively related to persistence. Recommendations for faculty members, administrators, and disability services staff members at 2-year institutions are provided.
Citation: Mamiseishvili, K., & Koch, L. C. (2012). Students with disabilities at 2-year institutions in the united states: Factors related to success. Community College Review, 40, 320-339. doi: 10.1177/0091552112456281
 
Date Posted: October 23, 2015
Author(s): Xueli Wang
Using data from the Education Longitudinal Study of 2002, this study explored factors that predict stability of educational expectations among baccalaureate aspirants beginning at community colleges. Based on a nationally representative sample of baccalaureate-aspiring high school seniors of 2004 who entered community colleges as their first postsecondary institutions, this study tested a logistic regression model and found that among precollege characteristics, students’ SES and perceived importance of getting a good education were positively related to the likelihood of retaining baccalaureate expectations 2 years after high school graduation. Among postsecondary predictors, the likelihood of students’ persistence in baccalaureate expectations was positively influenced by interaction with faculty members outside of class and studying in school libraries, but was negatively associated with having reading remediation, receiving financial aid, and being married. These findings have implications for community colleges in providing effective educational practices to help students move forward toward their degree goals.
Citation: Wang, X. (2012). Stability of educational expectations among baccalaureate aspirants beginning at community colleges. Community College Review, 40, 300-319. doi: 10.1177/0091552112454914
Categories: Student Success