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Tesi sul tema "Community and college"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 29 luglio 2024

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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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2

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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3

Tabb, Carl E. "Community college teacher attitudes regarding academically at- risk community college students /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759436325719.

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4

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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5

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

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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7

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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8

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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9

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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10

Hartman, Lianne. "Community College Students' Awareness and Use of College Information". Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/263939.

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Educational Administration
Ed.D.
This qualitative case study utilized interviews with community college students enrolled in at least one developmental course to describe how students accessed college information and used this information to solidify or adjust their educational aspirations. College information sources included relatives, friends, classmates, professors, advisors, and other college personnel. Bourdieu's cultural capital and Tinto's integration frameworks were used as guiding theories. This study utilized semi-structured interviews with 15 first-time, full-time, remedial students at a suburban community college in the northeastern United States. Interviews conducted in the fall and spring semesters explored students' perceptions of college information sources in order to gain insight into how students viewed information and its implications over time. This study identified four categories that broadly characterize students' information seeking and application behavior: students were classified as dreamers, drifters, passengers, or planners. Students classified as dreamers had difficulty aligning their career and educational goals. While college information was an issue for dreamers, they required more intensive guidance about their larger educational picture before information about intermediary steps would be meaningful for them. Drifters had informed educational goals, but possessed incomplete information or had difficulty applying strategies to reach these goals. Passengers and planners were well-informed and had specific strategies to accomplish their educational aspirations. Planners actively sought out information. Passengers benefited from a guide, such as a dedicated advisor or mentor, who helped them to interpret and apply the information. This study suggests that just presenting students with information is insufficient; to get students on surer footing, colleges should explore both decreasing the need for information in the first place and providing students assistance with applying information to their unique situations.
Temple University--Theses

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11

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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12

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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13

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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14

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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15

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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16

Struempf, Lawrence G. "Community college enrollment action research project". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/lstruempf2006.pdf.

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17

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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18

Coleman, Laura L. "Factors that influence post-baccalaureate community college students' choice to attend Lake Michigan College /". free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137686.

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19

Fairchilds, Angela R. "Community stakeholder influence in community college decision-making". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280653.

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This is a qualitative study of three urban community colleges and their respective communities which examines how local stakeholders influence strategic decisions made by college leaders. The subject colleges are located in the same governing district and thus have commonalities in mission as well as bureaucratic procedures that provide a normative structure. Beyond this shared legal and bureaucratic framework, the colleges operate with a high degree of autonomy. It is this operational freedom coupled with community dissimilarities that are analyzed in this investigation, through answering the following questions: In what ways do community stakeholders influence strategic decisions at their local community college? How do college leaders define their respective service communities? Which community stakeholder groups are identified as influential and how are these influences defined? What boundary-spanning relationships exist as avenues for community influence? How is community input/feedback utilized? A common assumption in the literature about community colleges is that these institutions operationalize a comprehensive mission within the context of their local constituencies. The implication is that colleges are connected to their service communities and thus are subject to community influences. However, it is not clear in what ways these connections and local influences are manifested in college behavior; how do we know that such connections exist? if they do exist, what kind of connections are they? and in what ways do they influence college operations? Most of the literature on community colleges describes or explains the institutional role in a wide context or in generalities. While these perspectives provide valuable insight into community colleges on a broad level, there is much to be learned from examining the community college in a local context. This research fills a void in the literature about community colleges by focusing on local influences and presents a clearer understanding of the dynamic between a community college and its service community. The research centers around a conception of a community college as an open system, interdependently related to its external environment. It draws from key works by authors who propound views that organizational behaviors are controlled, constrained, or otherwise shaped by external influences. Findings are interpreted using the theoretical lenses of resource dependency, power and power-dependence relationships, and the concept of stakeholder influence in strategic management. The analysis provides a descriptive explanation and conception of the relationships between the subject community colleges and their respective communities, as well as comparing findings with the commonly held assumption that programming and services are driven by community needs.

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20

McPhail, Naples Fabienne. "Aspirations of community college leadership a study of talent engagement and the barriers and motivation for faculty leadership development /". Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1280132531&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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21

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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22

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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23

Hassan, Anthony. "The competencies for community college leaders : community college presidents' and trustee board chairpersons' perspectives". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002496.

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24

Hassan, Anthony M. "The Competencies for Community College Leaders: Community College Presidents' and Trustee Board Chairpersons' Perspectives". Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/284.

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At a time when strong leadership is needed to guide community colleges forward, a major crisis seems to be stirring (Eddy & VanDerLinden, 2006). According to some estimates, 45% of community college presidents will have retired by 2007 (Shults, 2001) and an even worse prediction offered by Weisman and Vaughan (2002) predict 79% of community college presidents will be retired by 2012. Echoing this view, Amey et al. (2002) assert that there is much work to be done in preparing the younger generations of community college leaders with skills and competencies necessary to meet this leadership challenge. There were two primary purposes addressed in this study. First, to further validate the AACC competencies by determining how current presidents and trustee board chairpersons from the states of New York and Florida rated the importance of the AACC (2005) characteristics and professional skills for effective community college leadership. Second, to identify those experiences and practices that community college presidents reported as helpful to their development of the six AACC leadership competencies. The results of this study provide support for the value of the six AACC competencies and offer important insights into the specific experiences that contributed to the development of these competencies for community college presidents. Specifically, there was consensus among New York and Florida community college presidents and trustee board chairpersons that all six competencies identified by AACC are "very" or "extremely" important for the success of community college leaders. Additionally, this study supported the philosophy that leader development is learned in many ways and that various leadership experiences contribute differently to the development of the AACC Competencies for Community College Leaders, some apparently more relevant to certain competencies than others. In conclusion, the results of this study provide community college leaders, boards of trustees, hiring committees and leadership development programmers with additional validation on the AACC competencies and those experiences and practices that community college presidents reported as helpful to their development of the six AACC leadership competencies.

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25

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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26

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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27

O'Daniels, Tina Barreiro. "Gender in community college administration". [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024411.

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28

Nzeakor, Ambrose Ugochukwu. "Community College Students' Perceptions of and Satisfaction with Factors Affecting Retention in a Major Urban Community College in the Southwestern United States". Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278438/.

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The purposes of this study were (a) to analyze whether any significant differences exist in students' satisfaction among the 11 composite scales/satisfaction measures of the SSI (retention programs); (b) to determine whether significant differences exist in satisfaction among students of the institution based on their demographic characteristics of gender, age, ethnicity, class load, and employment; and (c) to record findings, draw conclusions, and make recommendations from the study. The research was conducted using a questionnaire, The Student Satisfaction Inventory (SSI), developed by Juillreat and Schreiner in 1994. The instrument measures, among other matters, students' perceptions and satisfaction. The population of the study comprised all students at the institution during the 1996-1997 school year. A total of 312 students was sampled, with 182 (58%) returns received. Statistical treatments used to analyze the collected data included frequencies, percentages, means, standard deviation, multiple analysis of variances (MANOVA), one-way analysis of variance (ANOVA), and Tukey's Post Hoc t-test for multiple comparison.

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29

Ackland, Terri. "How Discourse in Public Community College Documents Supports the Learning College Philosophy". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1770.

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Since the late 1990s, community colleges have changed strategies to enhance student success, moving from a traditional faculty-focused teaching model to a student-focused learning paradigm using O'Banion's 6 college learning principles to define and guide the learning college model. However, it is unclear how much the model is being used by community colleges or shared with stakeholders. The learning college model, supported by transformational language research on decision making and innovative thinking, provided a conceptual framework for this discourse analysis study. The purpose of this study was to discover the extent to which the language of the learning college model is present on publicly available community college webpages. The 17 website samples were drawn from colleges officially identified as elite learning colleges. Linguistic coding facilitated by applying the 27 discourse analysis questions developed by Gee to encompass O'Banion's 6 college learning principles provided evidence of student-focused learning as a goal at community colleges. Results indicated that learning college principles were presented by all 17 colleges in the study, represented on different pages of their websites. Determining transparent and accessible evidence of the learning college on community college websites provided colleges with a starting point to consider their procedures and the experiences of their students when determining which school is best for them to attend. Students at colleges with a clear learning college mission have the opportunity to collaborate in their learning experiences and to construct knowledge in ways that enhance student success and goal completion, so identifying the presence of such schools can change students' college outcomes.

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30

Akakpo, Koffi C. "Community College Administrators’ Perceptions of Ohio’s Performance-Funding Policy". University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513287655583264.

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31

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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32

Holohan, Ronald Hines Edward R. Palmer James C. "The power and professionalism of community college faculty". Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720807.

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Thesis (Ph. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 30, 2006. Dissertation Committee: Edward R. Hines, James C. Palmer (co-chairs), Paul J. Baker, Thomas Campbell. Includes bibliographical references (leaves 182-190) and abstract. Also available in print.

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33

Martinez-Metcalf, Rosario. "Concerns of Hispanic Women Who Attend Community College". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331036/.

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This study is concerned with the problem of determining and analyzing the characteristics and concerns of Hispanic women who are enrolled in a large metropolitan community college district. The purposes include (1) the description of demographic data on these Hispanic women in terms of (a) specific group ethnicity, (b) marital status, (c) estimated total income, (d) age, (e) number of hours currently enrolled, (f) number of dependent children, (g) number of hours employed per week, and (h) language usage (English or Spanish); (2) identification of the concerns of these students; (3) determination of the degree of concern as reported by these Hispanic women students regarding specific problems; (4) assessment of the relationships between the demographic characteristics and the degrees of concern about specific problems. The study population sample is composed of 748 Hispanic female students from the Tarrant County Community College District enrolled for at least one credit hour during the Fall Semester of the 1984-1985 academic year. The sample for the study is 400 randomly selected students from this population. A survey instrument originally developed by Kathie Beckman Smallwood was revised for this study and produced a 52.25 per cent response return. Response frequencies and percentages were gathered to show degree of concern for each problem and the characteristics of the Hispanic female students. Mean scores to show the average degree of concern are also reported for each potential problem. Chi square contingency coefficient was used to show every possible association between concerns and demographic variables. The findings indicate that Hispanic female students concerns are academically and career oriented. Respondents indicate that getting a good job after graduation is their primary concern. Ability to succeed in college is the second highest reported concern followed by knowing how to study efficiently. Seventy four per cent of the respondents are Mexican-American, three-fourths are part-time students, over half are working from 21-40 hours per week, and over half report an estimated total family annual income of under $15,000. The lower the income, the greater the degree of concern for several problems.

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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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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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36

Boateng, Agyeman Siriboe. "A Case Study of Equity and Student Experience in a California Community College". Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/934.

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In California community colleges, students of color reach educational milestones and culminating outcomes disproportionately less often than their peers. In the past decade, the state has committed renewed energy to refining student equity plan regulations requiring individual colleges to identify and develop strategies to close such gaps. This dissertation sought to focus on the intended beneficiaries of these efforts, asking how students themselves define and experience equity. Using semistructured, narrative interviews to explore the experiences of nine students of color at a California community college, this qualitative case was supported by institutional documents, participant observation, and interviews with college personnel. This inquiry was conceptually framed by Dowd and Bensimon’s (2015) insights on equity’s meaning as a standard of justice, California student equity plan success indicators, and Yosso’s (2005) community cultural wealth. Students’ stories wove tapestries of struggles and triumphs. Their engagement with the college and coursework was often mediated by the external circumstances and internal tumult of their lived experiences and hurdles that derived from college’s personnel or processes. Alternately, students found informational, material, social, and motivational resources in their home networks, college programs, relationships with personnel, and their own recognition of personal growth. Students’ experiences with the college denoted equity by its presence and its absence. While affirmatively identifying instances of caring, validation, and growth, less positive experiences revealed the extent to which equity remains aspirational. These findings give voice to the asymmetries between policy/regulatory efforts to redress entrenched educational inequities and the realities of students’ lived experience.

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Young, Barbara M. "Guidelines for Strategic Planning in Community College Learning resource Centers: The Florida Community College Experience". NSUWorks, 1989. http://nsuworks.nova.edu/gscis_etd/942.

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The problem addressed in this study is the lack of formal strategic planning in community college learning resource centers. Without guidelines, a process, and plans, libraries cannot achieve their fullest potential nor can they be effective in accomplishing goals. The purpose of this study is to develop guidelines for the planning process and design a plan for a community college learning resource center. The documents developed for the plan are based on Florida Community y College’s environment. Planning in libraries as expressed in the literature most often refers to building and facility design. Discussion of program planning has been extremely limited. This study focuses on programs' and services' planning instead of facility planning. The planning guidelines assist practitioners in coping with risk and uncertainty in order to ensure growth and viability in their learning resource centers. They show how to look at library trends, educational conditions, technological changes, competition, strengths, and weaknesses. Discussed throughout the document are how planning affects the whole organization and how the effects must be anticipated and managed. Clarification of objectives, mission, philosophy, and purposes of institutions are key components illustrated in the guidelines. How to ensure that goals are being met and corrective action initiated if needed are provided. The guidelines suggest that learning resource center staffs examine all facets of the organization to determine which elements should be maintained or phased out. A continuous exchange of information between the centers and their environments is recommended. That information should be accurate, timely, and comprehensive. Strategic planning is very topical in today’s uncertain environment. The guidelines were developed to enhance library management and achievement of goals. The project began with a literature review of planning in libraries and businesses. The origin of strategic planning, who utilizes it, and what results have been achieved were highlighted. Attention was focused next on determining whether strategic planning takes place in libraries. Information is extensive on how to plan, components of a plan, suggested planning frameworks, environments conducive to planning and how successful companies plan. Many sources are cited for suggestions on planning procedures. In establishing guidelines for planning, it was essential to search for trends, terminology, and authorities. Cleland, King, Steiner, Drucker, Rowe and Riggs are reviewed and discussed as major planning researchers throughout the document. The data gathering consisted of developing a plan-to plan, examining the structure of a plan, and developing planning guidelines. The plan-to-plan is a discussion and examination of nineteen items related to an organization's planning process. These items range from statements by the CEO, definition of key terms, and financial data to strengths and weaknesses. The definitions of strategic terms such as WOTS-UP and mission are given. Examples are shown on how the level of specificity becomes greater as one moves from the mission statement to the goals. It is illustrated how a learning resource center's mission must be congruent with its parent organization, the community college. Directions are given on the need for an explicit mission. Several items influencing the mission statement are discussed: the organizations. Philosophy, self-concept, public image, management style, and work environment. The environmental scan is reviewed, readers are given six key areas to consider in determining the status of the organization's environment: economic, political, social, technological, geographical, and competitive forces. How to conduct a WOTS-UP analysis is also included. The WOTS-UP is next in the sequence of understanding the environmental factors, opportunities, and threats in order to effectively achieve a niche for formulating strategy. The second portion of the investigation examines the structure of planning. The motivation for this aspect centered on the lack · of planners understanding how to plan, what is contained in a plan, how to organize the responsible person, and evaluative monitoring of the written plan. These facets range from background information, resources, target dates and contingency plans to evaluation and control activities. Shown are Gannt and PERT charts to be used in placing planning in a time frame to indicate project completion. Numerous planning charts are provided to monitor the progress of goal achievement. Evaluative tools are provided to determine appropriate action for redirecting activities when performance is unsatisfactory. The final segment of the investigation presents planning guidelines. Specific directions, suggestions, procedures, strategies, ideas and methods of organizing and implementing the written plan are given role of leadership, these guidelines also discuss the mission establishing, strategy formulation, and evaluation. Implementation seems always to present problems for organizations. Many of these problems center around the fact that plans are expected to be carried out by people who were not involved in the original formulation. A checklist is included that summarizes many of the points planners should provide adequate responses to for effective plan implementation. Evaluation principles and checklists by Steiner, King and Cleland are illustrated. A list of recommended sources for use in strategic planning is provided in the references.

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38

Hughes, Alice Sikes. "A study of service learning at Virginia Highlands Community College and Mountain Empire Community College". [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0215102-090533/restricted/hughes042602a.pdf.

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39

Hughes, Alice Sikes. "A Study of Service Learning at Virginia Highlands Community College and Mountain Empire Community College". Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/633.

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The purpose of this study was to conduct a qualitative analysis of service learning. This analysis was performed to collect data on student perceptions of service learning and to understand the importance of service learning on community college students in their own words. Data were collected through interviews with 24 community college participants from Virginia Highlands Community College and Mountain Empire Community College, both in Southwest Virginia. I used a nonstandard interview because it is less abrupt, remote and arbitrary than the structured interview. I wanted to tap into the experiences of these students to learn what they thought, how they felt, and how service learning benefited or did not benefit them. Permission to conduct this study was granted by the Institutional Review Board. Personal contact was made with school officials. Interviews were conducted in phases depending upon the availability and convenience of the participant. Findings showed that students involved in service learning experience many outcomes. These ranged from hands-on experience, social benefits, academic benefits especially in the area of accounting, civic responsibility, personal efficacy, civic mindedness and community building, developing a meaningful philosophy on life, appreciation for diversity, altruism and student autonomy. Findings did show that time and family or job responsibilities seemed to be the reason more students do not get involved. Students were concerned about the lack of enthusiasm from the instructors. They also said there would be more student participation if lab time, like a biology or science lab, were built into the service hours.

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40

Bell, Bethany Duncan. "Texas community college funding structure : closing the gaps while assessing the attitudes and perceptions of community college senior administrators /". View online, 2006. http://ecommons.txstate.edu/arp/200/.

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41

Rasch, James Lee McCarthy John R. "An analysis of the management and leadership characteristics of the Illinois community college president". Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105742.

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Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 22, 2005. Dissertation Committee: John R. McCarthy (chair), Vernon A. Adams, Patricia H. Klass, Raymond A. Pietak, Daniel La Vista. Includes bibliographical references (leaves 88-92) and abstract. Also available in print.

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42

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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43

Taylor, Helen Kermgard. "Evaluation of a community college extended orientation course : effect on self-appraisal and performance /". Thesis, Connect to this title online; UW restricted, 1988. http://hdl.handle.net/1773/7882.

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44

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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45

Osentowski, Mary Jean. "A Study of Faculty Participation In and Approval of Professional Growth and Renewal Activities in the Dallas County Community College District". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331308/.

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The purpose of this study was to determine faculty participation in and approval of professional growth and renewal activities in the Dallas County Community College District. The population consisted of 526 full-time faculty employed by the district. The DCCCD Survey instrument, which was used in the study, included activities grouped into seven categories: career development, leaves, international activities, instructional renewal, grants, reward, and a miscellaneous category. Faculty members identified participation in activities; they also identified their approval or disapproval of all activities on a five point Likert-type scale. The population was grouped by teaching field, age, years-of-experience and campus for statistical analyses. A Chi-square test of goodness of fit was conducted to determine if significant differences existed between expected and observed participation among groups in each of the seven categories. An analysis of variance was completed to determine significant differences of opinion. The findings of the study indicated significant differences between expected and observed participation in the following categories: international and instructional activities when faculty were grouped by teaching fields; reward activities among years-of-experience groups. Significant differences of opinion were reported in all but the miscellaneous category when faculty were grouped by teaching field. Other significant differences were reported in career development among age groups, in leaves and grants among years-of-experience groups and in career development, reward and the miscellaneous category among campus groups. Based on the findings in the study, the following recommendations were made. The career development program should be broadened to appeal to faculty. Leaves and travel funds must be provided for faculty. International and instructional activities must be expanded to include appropriate activities for all teaching fields. Further study should be conducted in specific areas of professional growth to determine if these activities influence the effectiveness of faculty.

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Chan, Kwan-fong Florence. "A community for students". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947230.

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47

Skolits, Gary J. "Perceptions of Tennessee Community College Leaders Regarding External Mandates, Institutional Effectiveness Practices, and Institutional Performance". Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2975.

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The purpose of this study was to examine the perceptions of academic and administrative community college leaders regarding the relationship between select external mandates and associated institutional effectiveness practices, institutional performance, and the use of assessment results for institutional improvement in Tennessee community colleges. Tennessee community colleges were selected for this study due to their decades long history with institutional assessments through the performance funding program. A primary assumption underlying this study was that Tennessee community colleges provide a historically unique assessment context for this study. The researcher developed a specific survey instrument for this study. The design of the survey provided for the measurement of the perceptions of academic and administrative community college leaders with regard to: (1) knowledge of external mandates; (2) assessment of compliance with regional accreditation mandates of the Southern Association of Colleges and Schools (SACS) as well as planning requirements of the Tennessee Board of Regents (TBR); (3) the perceived impact of these mandates on institutional practices; (4) the overall associated performance of their institutions on selected performance assessments; and (5) use of assessment results for institutional improvement. Leaders were grouped into categories representing academic, administrative, and joint academic and administrative job duties. Several findings were derived from this study. First, Tennessee community college leaders tend to be knowledgeable. of external mandates. Second, SACS institutional effectiveness mandates have tended to have a moderate to strong influence on Tennessee community colleges, followed by the influence of SACS institutional research mandates. The influence of state planning mandates received a mixed evaluation, with planned-changed mandates, (i.e. progress toward key system goals) perceived as having less of an impact as a mandate compared to the others considered. On the positive side, Tennessee community colleges do tend to follow state planning mandates promoting assessment of the external environment as an integral part of the institutional planning process. Further, a moderate correlation was found between compliance with SACS institutional effectiveness mandates and both dependent study variables: (1) institutional performance; and (2) the use of assessment results for institutional improvement. Other study variables had weak to somewhat moderate relationships with the dependent variables. Several recommendations were offered for institutional practitioners as well as future community college researchers.

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48

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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49

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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50

Truell, Allen Dean. "Job satisfation of the occupational-technical faculty in the Virginia community college system : an analysis based on Herzberg's motivation-hygiene theory /". This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170252/.

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