Administrator Perceptions of the Community College Mission in the State of Mississippi and how it May be Influenced by the Addition of Community College Baccalaureate Programs PDF Download
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Author: Scharvin S. Grizzell Publisher: ISBN: Category : Languages : en Pages : 89
Book Description
For many years, community colleges that chose to offer community college baccalaureate (CCB) programs were looked upon in a negative light (Rice, 2015). However, as the need for specialized baccalaureates within specific fields and job markets have continued to grow (McKee, 2005), CCB programs are becoming more widely accepted throughout the United States. In spite of this paradigm shift, Mississippi is one of the remaining states that have not embraced the idea of CCB programs, in spite of its statistical deficiency in regards to baccalaureate degree holding citizens (Williams, 2010). The focus of this study was to explore the perceptions of community college administrators in Mississippi with regards to the influence of CCB programs to the community college mission of institutions in their state. This study indicates that administrators in Mississippi recognize the benefits of offering CCB programs, but do not want CCB programs to take away from the well-established statewide higher education system through mission creep. Many of the strong position statements received overwhelmingly neutral responses. In contrast, Administrators who chose to give their opinion indicated that they are not familiar with how CCB programs are implemented, and do not believe that Mississippi is ready for CCB programs across the state. However, respondents felt that the community college mission is always evolving, should meet students’ needs, and varies from location to location. The findings also show that administrators are favorable to the piloting of CCB programs at a few (1-2) institutions, even though they believe the programs will take funding away from current programs and do not want community colleges evolving into 4-year institutions. The study also concludes that there is a significant difference between institution size and survey questions #18 and #20. There is also a significant difference between length of time in the community college sector and survey questions #15, #17, and #18.
Author: Scharvin S. Grizzell Publisher: ISBN: Category : Languages : en Pages : 89
Book Description
For many years, community colleges that chose to offer community college baccalaureate (CCB) programs were looked upon in a negative light (Rice, 2015). However, as the need for specialized baccalaureates within specific fields and job markets have continued to grow (McKee, 2005), CCB programs are becoming more widely accepted throughout the United States. In spite of this paradigm shift, Mississippi is one of the remaining states that have not embraced the idea of CCB programs, in spite of its statistical deficiency in regards to baccalaureate degree holding citizens (Williams, 2010). The focus of this study was to explore the perceptions of community college administrators in Mississippi with regards to the influence of CCB programs to the community college mission of institutions in their state. This study indicates that administrators in Mississippi recognize the benefits of offering CCB programs, but do not want CCB programs to take away from the well-established statewide higher education system through mission creep. Many of the strong position statements received overwhelmingly neutral responses. In contrast, Administrators who chose to give their opinion indicated that they are not familiar with how CCB programs are implemented, and do not believe that Mississippi is ready for CCB programs across the state. However, respondents felt that the community college mission is always evolving, should meet students’ needs, and varies from location to location. The findings also show that administrators are favorable to the piloting of CCB programs at a few (1-2) institutions, even though they believe the programs will take funding away from current programs and do not want community colleges evolving into 4-year institutions. The study also concludes that there is a significant difference between institution size and survey questions #18 and #20. There is also a significant difference between length of time in the community college sector and survey questions #15, #17, and #18.
Author: Zachary W. Moulds Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
The purpose of this qualitative study was to examine the perceptions of community college administrators in Mississippi regarding the early college high schools located on their campuses. While the ECHS model has become prominent in several states, Mississippi’s efforts to implement the model have yet to be fully examined. Six administrators from three community colleges with ECHS located on their campuses were individually interviewed and asked to share their perceptions of the ECHS model. The participants were asked a series of 12 questions composed by the researcher. The results of the study indicated that each of the administrators overwhelmingly view the ECHS model as a beneficial template and resource for students in Mississippi. Six major themes were described throughout the research: access and opportunity, student achievement, evolving maturity of the students, navigating college/college readiness, benefits to the community college, and community pride. This study provided the first comprehensive assessment of community college administrators regarding the benefits and challenges of the ECHS model in Mississippi. The perspectives shared by these community college leaders are intended to help policymakers and other stakeholders assess the partnerships and benefits of the ECHS in the state.
Author: Bradley Dale Fricks Publisher: ISBN: Category : Community college education Languages : en Pages : 199
Book Description
Throughout the last century and into this one, community colleges have become comprehensive institutions with multiple missions. However, because of resource scarcity, it is not possible to give equal priority to every functional goal that makes up the comprehensive mission. The purpose of this study, then, was to understand the goal priorities of strategic planners and system administrators in the Alabama Community College System and the extent to which these different stakeholders agree on those priorities for the community college. In this quantitative, descriptive study, the researcher sought to understand how stakeholders perceived the importance of different goals of the community college and how the same stakeholders would prefer those goals be prioritized. The researcher also examined how these goal priorities might differ by participant role, namely whether the participant was an ACCS Office employee, a college administrator, a faculty member, or a college staff member. In addition, differences in goals priorities with regard to the participant's location (in a college or in the ACCS office) and the participant's college size were analyzed. Data were collected using the Community College Goals Inventory (CCGI) developed by ETS. The CCGI asks respondents to identify the extent to which specific goals are being pursued at their institutions and the extent to which specific goals should be pursued at their institutions. Finally, the researcher attempted to understand if the CCGI has remained a valid and reliable instrument for measuring the goal priorities of modern community colleges. An analysis of the results of the study led the researcher to make four major conclusions. First, there is strong agreement concerning the priorities of community college goals among the groups that were surveyed. Second, although it is often listed as one of the major functions of community colleges, the goal of Community Services does not appear to rise to a level of high priority in the Alabama Community College System. Third, creating a sense of community in which there are open lines of communication and trust between administrators, faculty, staff, and students, the goal of College Community, appears to be a major concern for study respondents. Finally, the Community College Goals Inventory appears to be a reliable instrument based on internal consistency, but it does not take into account all the goals of the modern community college.
Author: Vernesia Bracey Wilson Publisher: ISBN: Category : Community college administrators Languages : en Pages :
Book Description
As ethical dilemmas arise in community colleges, administrators make decisions that require sensitivity to the organizational, political, and environmental factors surrounding their particular institutional climates and locales. The moral reasoning and ethical decision-making of community college administrators were examined in this study. In addition, the study evaluated these factors to provide an understanding, or lack thereof, of [potential] ethical challenges that may exist within a specific organization. Research questions for this study encompassed two perspectives: (a) moral reasoning and (b) ethical decision making. Moral reasoning was examined through participants' perspectives of moral, professional, and organizational values. Ethical decision making was examined through participants' assessments of ethical dilemmas using vignettes. Using descriptive statistics (frequencies, percentages, mean scores, and standard deviations), the results of this research study suggested that community college administrators in Mississippi have varying perceptions for moral, professional, and organizational values and ethical decision-making (behaviors). The findings of the study suggested that the most important moral values for community college administrators in Mississippi are truth, fairness, and responsibility and that members of their families would choose these same values compared to other groups within their communities. In addition, they suggested that communities will not provide the same solutions for ethical dilemmas in which they provided and community colleges should assist students by developing their (students) values and teaching them about ethics. In conjunction with leadership, the majority of community college leaders in Mississippi suggested that they are transformational leaders, which is indicative of their abilities to adapt their organization to fit its mission for their faculty, staff, community affiliates, and constituents.
Author: Darrell Rance Easley Publisher: ISBN: Category : Languages : en Pages : 72
Book Description
Professional development is critical to the skill development and personal growth of 2-year college employees, and further research is needed to measure and evaluate the opportunities for professional development at 2-year colleges. The present study could be conducted at any institution across the country; however, Mississippi was used because of its award-winning community college system. The study investigated opportunities for professional development being offered; responsibility for professional development; and the perceptions of those managing professional development related to the importance of, amount and sufficiency of, and administrative support. This research was a qualitative, cross-sectional case study involving five professional development coordinators in Mississippi’s community colleges. Data collection was done through one-on-one telephone interviews with each participant in the summer of 2017. In addition, several of the professional development coordinators sent course listings, samples of individual development plans, and the researcher found information regarding professional development efforts of institutions’ websites. It was important to explore these perceptions because these were the professional development coordinators who have influence to make changes and ensure the needs of the staff, faculty, and administrators were being met. The present study found that many types of professional development opportunities were being conducted both on campus and off campus. Perceptions of professional development coordinators were all relatively high when asked about the importance of professional development, as well as how the administration supported professional development. Perceptions were mixed when asked about the amount and sufficiency of professional development opportunities. The positive finding was that what was being done was great; however, there were tremendous opportunities for growth in professional development offerings at the 2-year college.
Author: Lisa Joy Hagen Publisher: ISBN: Category : Educational leadership Languages : en Pages :
Book Description
ABSTRACT: A case-study was designed to assess the extent of change at a selected Florida community college that transformed into a state college. The purpose of the investigation was to explore how the transformation influenced institutional culture, mission, and identity based on the perceptions of faculty members and administrators. Data collection included open-ended and semi-structured interviews with faculty and administrators to ascertain their perceptions of institutional culture. Observational data were collected from the physical environment; artifacts and architecture; ceremonies and traditions, and administrative meetings to increase understanding of cultural identity. Triangulation of data integrated state, institutional, and personal document analysis with interviewing and observational methods. The research was designed to assess any shifts in institutional culture, mission, and identity through the following constructs- symbolic, organizational, perceptive, and interpretive layers of cultural meanings. The research plan was a deliberate observation of the symbolic layer of culture within a naturalistic setting, as well as an investigation of participants' behaviors for the perception layer, substantiated by an in-depth analysis of documentation on mission, vision, and policies. After deliberate observation, investigation, and inquiry into the symbolic, perceptive, and organizational layers of institutional culture, faculty and administrators were interviewed about the beliefs, values, and shared meanings on institutional identity and cultural meaning. Hence, the interpretive layer provided a comprehensive portrait of a community college that had transformed into a state college from the words of the participants. Environmental factors that contributed to the transformation of a former community college into a state college involved student demographics, economic impact, and political dynamics. With the initiative to expand access to underrepresented students, the transformation into a baccalaureate institution involved the following external influences- shifts in Florida's higher education policy, community demands, and student needs. Another research finding involved institutional mission shifting in the following ways- baccalaureate programming expanded access for students, and the college expanded its recruitment area beyond the two-county region. The findings revealed that the college preserved elements of its historical mission through a commitment to instruction, provision of a quality education, and service to the community. However, the transformation in mission resulted in misconceptions by college members as well as the larger community, for expectations exceeded opportunities provided by the institution. College members believed the college needed to remain committed to providing a quality education for everyone; however some speculated that the college mission had shifted because of the emphasis on baccalaureate education and new accreditation status. A deliberative change process was designed and implemented through leadership strategies; including a reorganization of the administrative structure, a plan to reconstruct and renovate the college campus to appear more like a university, and the development of cultural opportunities more reflective of a university environment. Although these changes occurred in rapid succession, faculty and staff reported incremental changes, thus exposing a conflict in perspective on institutional identity in which some members believed the college had experienced little change while others perceived the college moving in a new direction. Individual values included access, affordability, opportunity, commitment to the community and the student, and a quality education. Institutional values involved enhancement of student and faculty support services, technology tools, and instructional delivery methods. College administrators revised professorial rankings, emphasized rigorous academic standards, and hired PhD-qualified faculty. This cultivated a shift in faculty dynamics, creating a tension between those who had served the college community for many years and those who had recently joined the college community. Although the college preserved values fundamental to the community college mission, members continued to adjust to the new baccalaureate institutional identity. While determining their role within this new higher education tier, they experienced several challenges; including incongruence in the open enrollment mission between the associate and baccalaureate-level programming; accreditation issues concerning academic requirements and criteria; program costs and sustainability; and faculty issues. As the institution moves forward with its baccalaureate identity, it will be important to cultivate a fully developed Student Affairs Division for additional support services and cultural opportunities; design and implement dormitories for residential life; sustain and develop the Learning Technology and Learning Resources Departments; address the faculty issues of workload, salary, research, and shared governance; and develop additional four-year degree programs to expand access.
Author: Scharvin S. Grizzell
Author: Scharvin S. Grizzell
Author: Zachary W. Moulds
Author: Faye Williams Burford
Author: Bradley Dale Fricks
Author: Vernesia Bracey Wilson
Author: Darrell Rance Easley
Author: J. Ladd Taylor
Author: Mary Kathryn Harville-Clayton
Author: Lisa Joy Hagen
Author: James E. Davis