Dissertations / Theses: 'Community colleges'

1

Cone, Cynthia Jane. "Mental models and community college leadership." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037011.

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O'Connor, Gavin C. "Internationalization of general education curriculum in Missouri community colleges a faculty perspective /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2009. http://etd.umsl.edu/r4381.

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3

Gore, Frederic S. "Cooperation in Community Colleges." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7798.

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With the mounting pressures on institutions of higher education to do more with limited resources, the opportunity to collaborate with other colleges has emerged as a viable tool to create efficiencies and obtain valuable knowledge otherwise unattainable by an institution, even if that collaboration takes place with a competing institution. Enterprise resource planning (ERP) systems are critical to managing student information and college operations, but can be challenging for colleges to implement. Consortia present a unique solution to colleges to address gaps in their expertise and skills needed to achieve a successful ERP implementation. This study explores the factors that are critical to successful ERP implementations in a community college setting and aims to develop a model that will assist colleges in targeting their efforts so as to make the best use of their resources. This paper shares a set of best practices to assist community colleges in accomplishing successful ERP implementations. In addition, this paper introduces a potential solution to community colleges of using a consortium relationship with like colleges to support the ERP implementation process and best practices with regard to these consortia to successfully support these efforts. Additionally, this best practices are discussed in this paper and are a compilation from insights gained through a review of the academic literature on ERP success factors and surveys of four community colleges that had completed ERP implementations. We hope that these insights will prove beneficial to colleges contemplating the implementation of a new ERP system. We believe that this paper can also assist colleges in determining if a consortium approach to their ERP implementation would be advantageous, generating greater bargaining power for the participating colleges, providing for the sharing of information between colleges, and helping to accommodate for any deficiency in expertise.

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Hase, Karla Luan Neeley. "A Qualitative Study of the Use and Value of Financial Performance Indicators in Selected Community Colleges in the State of Texas as Perceived by their Chief Executive Officers." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2277/.

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Throughout the United States, colleges and universities are faced with an increasing need for financial funding, while at the same time resources continue to diminish. With the limitations of available funds, community colleges must exhibit efficiencies in the operations of their institutions. External interests, such as governing boards and legislatures, require demonstration of efficient financial management. This evidence is then used to make decisions concerning future financial support for the community college. This study determined if community college chief executive officers use financial performance indicators as provided by the State Auditor's Office and if the chief executive officers of the community colleges value the compilation and the distribution of the financial performance indicators. In the selected colleges, many of the chief executive officers depend on their chief financial officer for understanding and application of financial performance indicators. The performance indicators distributed by the Auditor's Office captured only a snapshot of the college's performance, and failed to fully describe the whole college performance or specific financial events captured by the indicators. Though the indicators had flaws, either through incorrect data or lack of explanation, the CEOs did value their compilation because they provided a means for ‘getting the community college story' to decision makers external to the college.The State Auditor's performance indicators were developed using a university model. Because of the distinct difference in mission between the community college and the university, several of the indicators were not applicable to the community colleges. The CEOs suggested that another set of indicators be developed, using community college input, that would better capture the financial performance of the colleges. The new set of indicators should be simplified and measure only those areas, such as revenues and expenditures, that are truly comparable from one institution to another.

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Bodily, Brett Hogan Fulton-Calkins Patsy. "Perceptions of faculty development a study of a North Texas community college /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9793.

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6

Kyger, Betty L. Hines Edward R. Piland William E. "An investigation of the evaluation of faculty development practices in Illinois community colleges." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514776.

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Thesis (Ph. D.)--Illinois State University, 1985.
Title from title page screen, viewed June 8, 2005. Dissertation Committee: Edward Hines, William Piland (co-chairs), Sally Pancrazio, David Pierce, Rodney Riegle. Includes bibliographical references (leaves 155-159) and abstract. Also available in print.

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Angstadt, Peter. "Student perceptions of satisfaction in Oregon community colleges /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072575.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 149-157). Also available for download via the World Wide Web; free to University of Oregon users.

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Barringer, Albert Lee. "Implementation of the Workforce Investment Act at the Houston Community College system an examination of changing college roles /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3026193.

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9

White, Fredrick. "Community college finance an analysis of resource development at Mississippi's community and junior colleges /." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04092008-152954.

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Wolf, Baron Guy. "COMMUNITY COLLEGE CAMPUSES AND SEXUAL MINORITIES: THE EXPERIENCE OF LGBTQ STUDENTS AT COMMUNITY COLLEGES." UKnowledge, 2018. https://uknowledge.uky.edu/epe_etds/61.

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The purpose of this study was to examine national survey data from across the United States for respondents from two-year community colleges. Historically little empirical evidence exists in the literature about this population of students who identity as sexual minorities. The study begins with a historical overview of the LGBTQ rights movement. This provides a baseline for why studies including this invisible minority group are important and especially timely for two-year college campuses. Literature is barrowed from four-year college and university studies. Data were analyzed using the Rasch Partial Credit model. This analysis included testing for data-fit to the model, evaluation of items which did not fit the model, item mapping, differential functioning based on sexual identity, and standard descriptive statistics. The aim of this analysis was to determine if harassment, discrimination, and violence on campus towards sexual minority students occur and attempt to assess the prevalence of such activities. Results indicate that there doesn’t exist differences in responses between male and female participants. However, differences exist related to campus perceptions for sexual minority students and their non-minority (heterosexual) peers.

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Marcel, Linda Aneha. "A lecture performance at Bergen Community College to promote community awareness of local composers /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11625971.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Includes tables. Typescript; issued also on microfilm. Sponsor: Robert Pace. Dissertation Committee: Lenore Pogonowski. Includes bibliographical references (127-132).

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12

McKeown, Patricia Louise. "A study of the development of the community college's governing board-president relationship /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7689.

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Awan, Seher. "Rebuilding Trust in Community Colleges." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603080.

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The California Community College (CCC) system is the largest system of higher education in the United States, with 72 districts and 113 colleges. The CCC system exhibits statistics demonstrating success; however, as with any organization, trust, communication, and leadership play an essential role in creating stable and productive organizations. Institutions that struggle with trust within the system are often plagued with rotating administration, a breakdown in communication, and accreditation issues. Unique to CCCs is the required participation of its staff in the decision-making process, which is known as shared or participatory governance. Along with participatory governance, the stringent accreditation standards and retiring work force create a delicate situation where trust and leadership are in a state of consistent transition. The purpose of this qualitative study was to explore the critical components of rebuilding trust within a CCC after trust has been broken. Specifically, this study focused on the practices a CCC administrator can engage in to rebuild trust within his/her institution after trust is broken.

Based on in-depth interviews with eight CCC presidents, findings revealed that a president’s personal character, ethics, and morals are determining factors in developing and reestablishing trust within a CCC. The importance of relationship building, using multiple communication styles, and catering communication channels to target audiences played a critical role in these presidents’ ability to develop trust. Most importantly, strategic, authentic, and consistent leadership were some one of the most significant factors related to rebuilding trust within a CCC after trust has been broken. It is recommended that CCC presidents and administrators become familiar with the complex layers of CCCs, specifically with building and rebuilding trust within an institution. Additional research on the CCC presidential leadership style; the relationship among adult learning, emotional healing, and storytelling; as well as supplemental quantitative research to strengthen the external validity of this study are needed.

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14

Trotter, Francine Bly. "Community colleges and economic development." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186427.

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During the last decade the term "economic development" has been widely used in community college policy statements and literature, but the meaning of the term has lacked clarity and consistency in interpretation. Additionally, there is little empirical information regarding the design of community college economic development programs. The purpose of this study was twofold. First, to determine community college faculty and administrator perceptions of the term "economic development". Second, to analyze the actors, processes, organizational structures, role of faculty and external forces affecting economic development programs at community colleges. A political/pluralistic framework and qualitative research methods were selected to capture the dynamics of a complex, multi-college community college district. The study found that college constituents hold varying interpretations of the term "economic development". Full-time faculty define economic developments in terms of employable skills and job training for students. Administrators, almost without exception, perceive economic development as serving the needs of business, primarily large, corporate businesses. The organizational structure for economic development programs includes a centralized district economic development department and some college-level business and industry institutes. These structures are primarily "stand alone" entities, largely administratively run, operating parallel to but separate from the traditional, main educational functions of the college. The purpose of the district economic development department is to help recruit large, corporate businesses and to hire and train a work force for relocating or expanding companies. The economic development role of the community colleges is primarily industrial training. Few full-time faculty participate in the development and implementation of economic development courses or programs which are primarily designed and taught by independent contractors, many times employees of the company receiving the training. The study raises the question of whether community college economic development programs are driven by state or local interests because of the emphasis on serving primarily large, corporate companies in lieu of small to middle size local companies. Also, in light of diminishing state and local resources and additional demands placed on community colleges, policymakers must reevaluate their role in economic development and existing methods of funding such programs.

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Granville, Debra Maria. "Adjunct faculty integration in community colleges : a case study /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035945.

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Bettes, Dale Alvin. "Correlates of student withdrawal from the community college /." Access abstract and link to full text, 1985. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8510384.

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De, Lange Glenn A. "The use of academic program review in California community colleges and its use in college-wide decision making and resource allocation /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3100049.

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18

Sweatman, Robert A. Palmer James C. "The focus of institutional research information provision in community colleges." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106765.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 12, 2005. Dissertation Committee: James C. Palmer (chair), W. Paul Vogt, Mohamed Nur-Awalch, Joseph Rives. Includes bibliographical references (leaves 165-172) and abstract. Also available in print.

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Wolf, Page J. Klass Patricia Harrington. "The relationship between faculty development and instructional technology case studies of two Illinois community colleges /." Normal, Ill. : Illinois State University, 2005. http://proquest.umi.com/pqdweb?index=0&did=1225101191&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176735125&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2005.
Title from title page screen, viewed on April 16, 2007. Dissertation Committee: Patricia H. Klass (chair), Kathleen McKinney, Phyllis McCluskey-Titus, James Palmer. Includes bibliographical references (leaves 212-216) and abstract. Also available in print.

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Stuart, Glen Robert. "A Benefit/Cost Analysis of Three Student Enrollment Behaviors at a Community College: Dropout, Transfer and Completion of an Associate's Degree/Certificate." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1267710206.

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21

Anderson, Shirley Esther. "The status of faculty development programs in community colleges in the state of Washington /." Thesis, Connect to this title online; UW restricted, 1989. http://hdl.handle.net/1773/7571.

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Delaney, George Allen. "The development of the Washington Community College Act of 1967 /." Thesis, Connect to this title online; UW restricted, 1990. http://hdl.handle.net/1773/7555.

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23

Mudalier, Ram. "A comparative study of how organizational culture and structure enhance or impede the adoption of information technologies within two community colleges in Northern Canada /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072600.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 120-127). Also available for download via the World Wide Web; free to University of Oregon users.

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24

Walsh, Teresa. "Improving community college board governance using a technology based board management system." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/TWalsh2005.pdf.

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25

Franklin, Joseph W. "The Attributes, Teaching Effectiveness, and Educational Commitment of Part-time Faculty in North Carolina Community Colleges." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2678.

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This study evaluated the attributes, teaching effectiveness and educational commitment of part-time faculty in enrollment-funded community colleges. The Student Instructional Rating instrument was used to measure student perceptions of instructors in the community college. Twenty four community colleges were randomly selected from North Carolina. Within each college, four full-time and four part-time faculty were randomly selected to participate in the study. Attributes of part-time faculty were compared to attributes of full-time faculty. Teaching effectiveness was assessed from dimensions on the Student Instructional Rating instrument. Various dimensions on the SIR including Faculty/Student Interaction, Overall Quality of the Course, Course Difficulty, and Lectures were used to evaluate instructional effectiveness. A regression model was used to evaluate the attributes of teaching effectiveness for both full-time and part-time faculty and the slopes of regression coefficients were evaluated to determine how effective part-time instruction differed from effective full-time instruction. Part-time faculty were perceived as effective when compared to their full-time counterpart on the dimensions of Faculty/Student Interaction. Other demographic attributes of part-time faculty were evaluated with no significant difference between full-time and part-time faculty. However, full-time faculty were perceived more effective on Overall Quality of the Course, Lectures, Textbooks, and Reading Assignments. Part-time faculty commitment to non-instructional tasks was assessed and the implications for teaching effectiveness were examined. This study also discussed the shift in instructional workloads from part-time to full-time faculty as the number of part-time faculty increase.

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Kocik, Joanne M. "An evaluation of marketing communication strategies to increase high school graduates' enrollment directly into Wisconsin Indianhead Technical College." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008kocikj.pdf.

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Spence, Alan Robert. "Collective bargaining in Washington community colleges /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7772.

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Minatra, Rodger W. (Rodger Walton). "Strategic Planning for Texas Community Colleges." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc279346/.

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Over the past three to four decades the community college has experienced some tremendous periods of growth and success. Much of this has been due to a growing economy and a growing population. However, the future of the community college may be in for some changes. The effects these changes are having can mean opportunity or disaster depending on the readiness of the institution. The change occurring today requires future insight, swifter action, and a proactive response. Community colleges cannot afford to leave planning for crisis situations. A proactive stance must be taken and tough questions must be asked. In 1991 the Seventy-second Texas Legislature tasked the Legislative Budget Board of Texas with the assignment of developing a long-range strategic plan for state government based on individual agency plans. The passing of House Bill No. 2009 required that all agencies of Texas State Government, including community colleges, develop a strategic plan. The purpose of this study was to determine the significance of certain independent variables towards the perceived importance of three dependent variables - statements of purpose, statements of direction and statements of impact - found in the Legislative Budget Board Strategic Planning Template. Research shows that there are a number of planning paradigms which contain some form of strategic planning. Independent variables such as administrative levels of involvement, levels of experience, levels of strategic planning training, and college location could all be significant factors in determining the success of strategic planning. The results of this study may provide community colleges in Texas with information for better understanding characteristics influencing strategic planning, for identifying strategic planning program barriers, and for evaluating strategic planning program models and outcomes throughout the state.

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Miles, Donna. "The changing role of community colleges." Kansas State University, 1987. http://hdl.handle.net/2097/36181.

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Hobson, Paula Lee. "Integrated marketing communications at community colleges." abstract and full text PDF (free order & download UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1453583.

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31

Countryman, Kemba Chambers Witte Maria Margarita. "A comparison of adult learners' academic, social, and environmental needs as perceived by adult learners and faculty." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/COUNTRYMAN_KEMBA_41.pdf.

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Layman, Richard W. "Exploring differences in level of involvement, educational outcomes, and satisfaction of resident students and commuter students at a rural community college." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=4028.

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Thesis (Ed. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains xi, 154 p. : ill. Includes abstract. Includes bibliographical references (p. 132-138).

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Lenthe, Scott A. "Current use and importance of E. L. Boyer's four domains of scholarship for decisions concerning faculty rewards at community colleges : perceptions of chief academic officers /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3203334.

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Leonard, Brenda Gail. "Administrators' perceptions of enrollment trends of urban community colleges located in the southern region /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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35

Black, John Paul Siegel David J. "The interpretive process of North Carolina Community College System developmental education policy at select community colleges." [Greenville, N.C.] : East Carolina University, 2008. http://hdl.handle.net/10342/1080.

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Thesis (Ed.D.)--East Carolina University, 2008.
Presented to the faculty of the Department of Educational Leadership. Advisor: David Siegel. Title from PDF t.p. (viewed Apr. 26, 2010). Includes bibliographical references.

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Taylor, Thomas J. "Perceptions of community college adult basic education faculty regarding faculty professional development in Alabama community colleges." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2165.

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Norton, Joe Lee. "The President's Role in Reorganization in Two Texas Metropolitan Community College Districts." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330583/.

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This study describes perceptions of the president's role in organizational change in each of ten colleges in two metropolitan community college districts. The purposes included (1) tracing major administrative reorganizations from the fall of 1975 to the spring of 1985, (2) ascertaining perceptions of the reasons for those reorganizations, and (3) obtaining perceptions of the role of the president in those reorganizations.

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Broughton, Elizabeth Ann. "Using action research to improve a college admissions process." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/EBroughton2006.pdf.

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Young, Robert Joseph. "An examination of factors influencing retention of developmental education students at selected Texas community colleges /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Dimmitt, M. Albert Palm Richard L. "Organizational culture, faculty culture, and faculty professionalization in an urban community college system." Diss., UMK access, 2004.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004.
"A dissertation in education." Advisor: Richard L. Palm. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed feb. 23, 2006. Includes bibliographical references (leaves 221-226). Online version of the print edition.

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Montgomery, Warren L. Kennedy Larry DeWitt. "Factors affecting student satisfaction in community college honors programs." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203047.

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Thesis (Ed. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 21, 2005. Dissertation Committee: Larry Kennedy (chair), Thomas Baer, Ronald Halinski, William Piland, William Tolone. Includes bibliographical references (leaves 187-194) and abstract. Also available in print.

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Peters, Carolyn J. Rhodes Dent. "An assessment template for introductory college biological laboratory manuals." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152531&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178116677&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 2, 2007. Dissertation Committee: Dent Rhodes (chair), Nada Chang, Kenneth Jerich, Marilyn Morey. Includes bibliographical references (leaves 107-113) and abstract. Also available in print.

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McArdle, Michele K. "Leadership orientations of community college presidents and the administrators who report to them a frame analysis /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002301.

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Brown, Beverlye J. "A study of the nature of faculty professional development in community college learning communities /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091904.

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Hall, James Arnold. "Factors that increase the academic success of low-track Hispanic students in a community college." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187070.

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The purpose of this study was to describe the factors that helped to increase the academic success of 13 low-track Hispanic students who attended a local community college. The participants graduated from a nearby high school within the service district of the community college in 1991 or 1992. They were chosen from among other low-track students at the community college using the following criterion: At the conclusion of their freshman year in college, they had completed at least 24 units with a minimum grade point average of 2.0 on a 4.0 scale. These students, who were designated as "outlying students," provided the data for the study. Data were collected using (1) the students' high school and college permanent records, (2) a personal survey form, and (3) a personal interview with each student. The data provided the researcher with evidence that the students perceived the following factors as key to increasing their academic success at the community college: (1) The students' high personal perceptions of themselves and their high regard for receiving a postsecondary education and a degree. (2) The college instructors' concern for them, which provided a support system that enabled them to complete their courses successfully. (3) The college's remedial program, which provided the outlying students with a means for bringing their academic skills up to a level that would allow them to cope successfully with college academic demands. (4) The support system provided by their parents, which furnished not only "human support" (money, clothing, etc.), but also "emotional support" (encouragement and purpose). Although this research was limited in sample size, it provided the researcher, a community college instructor, with several suggestions for helping the community college to provide services to help low-track students to achieve academic success.

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Jacobs-Biden, Jill. "Student retention at the community college meeting students' needs /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdlink?did=1251897961&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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Biden, Jill. "Student retention at the community college : meeting students' needs /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdlink?did=1251897961&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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Philibert, Nanette. "Nontraditional Students in Community Colleges and the Model of College Outcomes for Adults." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc5793/.

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The purpose of this study was to examine three components of Donaldson and Graham's (1999) model of college outcomes for adults: (a) Prior Experience & Personal Biographies, (b) the Connecting Classroom, and (c) Life-World Environment, and to assess their application to traditional and nontraditional students in community colleges in both technical and nontechnical courses. The study sample was comprised of 311 community college students enrolled in technical and nontechnical courses during fall 2005. A survey instrument was developed based on the three model components through a review of the literature. Demographic data collected were utilized to classify students into a technical or nontechnical grouping as well as four classifications of traditionalism: (a) traditional, (b) minimally nontraditional, (c) moderately nontraditional, and (d) highly traditional. This study found that nontraditional students vary from traditional students in regards to the three model constructs. A post hoc descriptive discriminate analysis determined that the Life-World Environment component contributed the most to group differences with the minimally nontraditional group scoring the highest on this construct.

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Price, Misty Renee. "Academic Affairs Officers: An Application of the American Association of Community Colleges Competencies for Community College Leaders." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4389.

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Over the last two decades, several studies have confirmed that there is a leadership crisis among the nation's community colleges. In response to this leadership crisis, the American Association of Community Colleges [AACC] commissioned the development of a leadership competency framework consisting of six leadership competency areas deemed "either `very' or `extremely' essential to the effective performance of community college leaders." Since the release of this framework, limited research has been conducted on the importance of and the preparation in the identified competencies. The majority of research that has been conducted has focused on the position of president, even though there are several leadership positions within community colleges that are facing a leadership crisis. One such position is that of academic affairs officer. This study had two purposes. The first was to extend the research that has been conducted on the AACC leadership competencies by examining how community college academic affairs officers perceived the importance of and their own level of professional preparation in the identified competencies. The second was to examine the leadership development experiences that academic affairs officers identified as the most beneficial to their professional development as academic affairs officers. This study was a quantitative, descriptive, correlational design and used a questionnaire to collect data. The population for this study was academic affairs officers at public community colleges in the United States. The academic affairs officers that were included in the population were identified from the membership directory of the AACC. The survey instrument used for this study was based on the AACC leadership competency framework, as modified by Duree, which included 45 leadership competencies summarized into six leadership competency areas: organizational strategy, resource management, communication, collaboration, community college advocacy, and professionalism. Using two four-point scales, academic affairs officers (n=102) were asked to rate the importance of and their own level of professional preparation in the identified competencies. The survey instrument also asked academic affairs officers to rank the top five leadership development experiences that they feel have been the most beneficial to their professional development as academic affairs officers. In general, academic affairs officers believe that the AACC leadership competency areas are important for effective leadership in leading academic affairs. The most important leadership competency area was communication, followed by organizational strategy, community college advocacy, collaboration, professionalism, and resource management. In addition, academic affairs officers perceive that they are moderately or very well-prepared to perform many but not all of the identified competencies. For those identified competencies that academic affairs officers did not feel as prepared to perform, several were rated as important for effective leadership. Academic affairs officers ranked progressive job responsibilities as the leadership development experience felt to be the most beneficial to their professional development as academic affairs officers. Academic affairs officers then ranked challenging job assignments; participation in institutional task forces, committees, and commissions; and networking as the second, third, and fourth most beneficial leadership development experiences, respectively. The fifth most beneficial leadership development experience was networking, followed by attendance at conferences and specialized workshops. Based upon frequency totals, university-based degree programs and mentoring (role as mentee, not mentor) were also considered beneficial leadership development experiences. The significance of this study is that it provides practical, relevant, and timely information for both current practicing academic affairs officers and those who aspire to lead public community colleges in the position of academic affairs officer. The results of this study have several implications for practice. These implications include: to inform those persons seeking academic affairs officer positions of the relative importance of the AACC leadership competencies and the leadership development experiences deemed to be the most beneficial by a sample of incumbents; to inform leaders of higher education and professional development programs of the leadership competencies that should perhaps be included in the curricula of their programs; and to provide resources to be used by search committees in formulating desired qualifications and, later, in interviewing candidates for the position of academic affairs officer.

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Asbury, Robin L. "Pitfalls, promises, and potential West Virginia community colleges, economic development, and Senate Bill 547 /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2213.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 159 p. Includes abstract. Includes bibliographical references (p. 122-127).

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Dissertations / Theses on the topic 'Community colleges'

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