Research and Reports Blog
Date Posted: December 18, 2017
Author(s): Yves Bemba
In this paper, we look into the issue of college readiness and different strategies to better prepare high school students as their get ready to transition to college. We will start by introducing the issue of college readiness and its relevance. Then we will look into the characteristics of academically under prepared students, explore different strategies elaborated in our readings, and then implications for high school and community colleges leaders.
 
Date Posted: December 16, 2017
Author(s): Ben Phillips
As developmental education continues to grow in community colleges across the nation, a related concern which is also growing is the manner in which students are placed into developmental education. The methods used for placement are not consistent across the field. Typically, institutions use standardized tests to measure students’ proficiency in subject matter and then place students based on the test results. Students are then left to sink or swim in the developmental courses. However, a review of the literature reveals multiple methods of increasing student success in developmental education. This paper will review some of those methods in context of providing recommendations for administrators. Additionally, a counter analysis to the results and recommendations will be provided. Keywords: developmental education, placement, student success.
 
Date Posted: December 15, 2017
Author(s): Joshua York
The perils of students’ loans have caused a $1.2 trillion debt for those individuals who aspire for more than a high school diploma. The result has been students are making decisions regarding their financial aid without the appropriate knowledge and education when it comes to taking on student loan debt. Families, high schools, and college personnel are providing information for the students on their financial aid, yet the students are not properly educated prior to making their decisions. Furthermore, socioeconomic levels, types of loans, and repayments plans are often not fully discussed when the students are making their choices. All of these aspects of financial aid impact students and their choices for how much the student will take out regarding their financial aid package.
 
Date Posted: December 15, 2017
Author(s): Kirsten M. Omoto
Deferred Action for Childhood Arrivals (DACA) has opened access to hundreds of thousands of young undocumented immigrants to temporary legal documentation and work authorization. Despite these legitimizing items, “DACAmented” individuals are denied access to tax-funded benefits which limits opportunities to achieve higher paying positions that are now accessible through benefits granted by DACA. With its unique missions and values, close community ties, open access, lower tuition rates, and variety of academic opportunities, community colleges serve a unique capacity that can further facilitate the progress of DACA students when provided with the appropriate support. As such, this brief will examine the impacts of DACA in the community and in higher education, challenges faced by DACA students, and recommendations regarding how community colleges can better serve this minority population. Keywords: DACA, community college, mission, deferred action, higher education
 
Date Posted: December 14, 2017
Author(s): Issiaih C. Yott
Mission statements for community colleges inspire enrollment, set expectations and shape organizational legitimacy. They represent an integral element of all post-secondary educational institutions. Their mission is to inform, inspire, and potentially shape positive student trajectories, post degree completion. The purpose of this practice brief is to review the literature on the importance of mission statements and their impact on community colleges, most notably: are they misleading the students they hope to attract? This brief is also meant to guide college executives who help craft mission statements when they undertake this goal. Recommendations are offered that utilize a transformational leadership approach, showing that mission statements can be created or re-evaluated to not only represent the goals of the institution, but the needs of the students who are enrolled in them as well.
 
Date Posted: December 12, 2017
Author(s): Todd M. Roth
Colleges across the country are experiencing a shift in demographic related to student population representation. The “traditional” student that institutions of higher education have known and understood for decades is no longer signifying the majority of students represented in most student populations. The adult learner is fast becoming the “new-traditional” student at many institutions of higher education. In order for the adult learner to be truly successful and for institutions to appeal to a demographic that they have not primarily targeted in the past a solid understanding of the needs of this demographic must be actively sought. Within this practice brief the needs and desires of the adult learner will be discussed, however this understanding on its own will not ensure student success. Institutions must re-evaluate the way that they currently offer classes, they must analyze the relevancy of their curriculum inclusion, and they need to reconsider procedures related to scheduling and educational learning opportunity. Understanding the needs of the adult learner and actively trying to implement methods to accommodate this demographic has the potential to increase enrollment at many institutions of higher education while also helping to contribute to the success of the adult learner students who enroll.
 
Date Posted: November 10, 2017
Author(s): Carol Cutler White, MPA, Ph.D.
This Executive Summary presents findings from a dissertation titled A Qualitative Comparative Analysis Exploring How the Arrangement of Higher Education Governance Shapes the Contribution of Two-Year Institutions to State Educational Attainment (Cutler White, 2016). The purpose of the study was to examine whether the arrangement of higher education governance enables or constrains the contribution of two-year institutions to increasing state educational attainment. The study’s findings suggest the arrangement of higher education governance indeed influences the contribution of two-year institutions through the policy process. Further, the findings suggest some states may be better positioned to increase attainment through the arrangement of higher education governance. Specifically, states with some form of coordination of higher education across two- and four-year institutions may have a policy environment better able to realize increases in attainment through policy innovation (Cutler White, 2016).
 
Date Posted: October 3, 2017
Author(s): Lyudmilova
Through analysis of publicly available websites, in combination with interviews of staff and administrators involved in the management of educational technologies in their designated institutions, this qualitative study was an investigation into how New Jersey community colleges support and implement educational technologies. The management of educational technology is subject to regulation on a variety of levels, including state, institutional, and divisional. Faculty interested in implementing educational technology in their courses have the option of pursuing acquisition of technologies through the institutional system, which at times may be lengthy and restrictive. They can also turn to the educational technology that can be accessed online. This study illuminated the effects of operational restrictions within community colleges, impacting the adoption of collegewide educational technologies.
 
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: 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