A Comparative Analysis Between Researchers, Innovative Practitioners, and Department Chairs of Critical Issues for Turnaround Leadership in Community College Instructional Programs and Services 2010 and Beyond

Scholarship on social movement lifecycles has focused on mobilization processes, with relatively less attention on the ends, demobilization. The intuitive connection between origins and ends has sometimes led to a conceptualization of demobilization as simply the failure to continue mobilizing, obscuring the distinct causal processes underlying demobilization. This article adds to recent studies foregrounding demobilization by studying the negative demobilization of large, far-right, demonstration campaigns. Using a subset from this population of cases—campaigns in Germany, England, and Austria between 1990 and 2015—the article applies qualitative comparative analysis (QCA) to this causally complex phenomenon. I find that demobilizing is conjunctural, with evidence of four patterns: closing opportunity, coercive state repression, civil countermobilization, and militant anti-far-right action. This article addresses an important—and conspicuously ubiquitous—population of cases, far-right demonstration campaigns and presents findings that reflect on critical issues in the study of far-right sociopolitics.

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A Comparative Analysis of the Amount of Counseling Time Provided by Education Services Officers and their Staffs to the Number of Graduates of the CCAF (Community College of the Air Force)

10.21236/ada194919 ◽

1988 ◽

Author(s):

Eddie R. Mims

Keyword(s):

Community College ◽

Comparative Analysis ◽

Air Force ◽

Education Services

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Complex Pathways to Transfer: A Qualitative Comparative Analysis of the Transition From Community College to 4-Year University

AERA Open ◽

10.1177/2332858419852039 ◽

2019 ◽

Vol 5 (2) ◽

pp. 233285841985203

Author(s):

Huriya Jabbar ◽

Saralyn McKinnon-Crowley ◽

Carmen Serrata

Keyword(s):

Community College ◽

Comparative Analysis ◽

Family Background ◽

Qualitative Comparative Analysis ◽

Future Research ◽

Policy Practice ◽

Student Transfer ◽

Successful Student ◽

The Face ◽

Policies And Programs

Many community college students express a desire to transfer to a 4-year institution, but few achieve that goal. In this article, we examine what conditions lead to successful student transfer and which serve as barriers. Drawing on data from a longitudinal qualitative study of 61 transfer-intending students in Texas and using qualitative comparative analysis, we investigate the student-level conditions and experiences that contribute to successful or unsuccessful transfer to a 4-year institution. We find that there is no single condition that can predict success. Instead, we describe how factors such as social capital, students’ family background, and advising supports interact with one another to determine student success or failure in the transfer process. We identify specific pathways to transfer, with implications for policies and programs that can help bolster students in the face of potential barriers. We provide suggestions for policy, practice, and future research.

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