“The Rules Change”: Exploring Faculty Experiences and Work Expectations Within a Drifting Community College Context

2019 ◽  
Vol 47 (2) ◽  
pp. 111-135
Author(s):  
Edna Martinez
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Baccalaureate Degree ◽  
Data Sources ◽  
Service Research ◽  
Community College Baccalaureate ◽  
Structured Interviews ◽  
Faculty Experiences ◽  
Baccalaureate Degrees

Objectives: The purpose of this study was to explore the experiences of faculty working within baccalaureate degree–granting community colleges. Method: Data sources included 16 semi-structured interviews, numerous publicly available organizational documents, and participant observations. Results: Analysis revealed three distinct, yet interconnected themes. In light of the institutionalization of baccalaureate degrees, faculty experienced shifting and intensifying work expectations related to service, research, and research-related activities. These shifts exacerbated existing tensions, which in turn led faculty to live with uncertainty in terms of tenure and promotion, the direction of the college, and whether or not they could thrive in a highly contradictory environment. Contributions: This study adds to the literature concerning the community college baccalaureate—a topic of heightened interest. It is essential that we gain a better understanding of the implications of this trend for faculty, which in turn carry implications for students.

The Impact of Community College Baccalaureate Adoption on Associate Degree Production

2020 ◽  
Vol 122 (1) ◽  
pp. 1-36
Author(s):  
Justin C. Ortagus ◽  
Dennis A. Kramer ◽  
Manuel S. González Canché ◽  
Frank Fernandez
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Research Design ◽  
Associate Degree ◽  
Degree Program ◽  
Degree Programs ◽  
Community College Baccalaureate ◽  
Baccalaureate Degrees ◽  
Degree Production ◽  
The Impact

Background/Context As of 2018, a total of 19 states allow at least one community college to offer baccalaureate degrees. Previous researchers have suggested that community college baccalaureate (CCB) adoption will lead to a host of unintended consequences, including decreases in associate degree production. Purpose/Objective/Research Question/Focus of Study This study empirically examines the impact of CCB adoption on associate degree production and adds to conversations surrounding the consequences of CCB adoption. Research Design We use a quantitative quasi-experimental research design to examine the effect of CCB adoption on associate degree production. Findings/Results When comparing adopting and non-adopting community colleges within the state of Florida, the authors find that the adoption of CCB degree programs has a positive impact on overall associate degree production, but this impact varies considerably according to the type of academic degree program. Conclusions/Recommendations Opponents of CCB legislation have argued that giving community colleges the authority to confer baccalaureate degrees will detract from the sub-baccalaureate institutional mission of community colleges, but our results suggest that the adoption of a CCB degree program is associated with an overall increase in associate degree production. Findings from this work should be an important consideration for policymakers seeking to increase baccalaureate degree production in addition to—not at the expense of—associate degree programs.

scholarly journals Do Community Colleges Provide a Viable Pathway to a Baccalaureate Degree?

2009 ◽  
Vol 31 (1) ◽  
pp. 30-53 ◽  
Author(s):  
Bridget Terry Long ◽  
Michal Kurlaender
Keyword(s):  
Community Colleges ◽  
Instrumental Variables ◽  
Baccalaureate Degree ◽  
Public Higher Education ◽  
Detailed Data ◽  
Data Set ◽  
Baccalaureate Degrees ◽  
Higher Education System ◽  
Multiple Strategies ◽  
Bachelor's Degrees

Community colleges have become an important entryway for students intending to complete baccalaureate degrees. However, many question the viability of the transfer function and wonder whether students suffer a penalty for starting at 2-year institutions. The authors examined how the outcomes of community college entrants compared with those of similar students who initially entered 4-year institutions within the Ohio public higher education system. Using a detailed data set, the authors tracked outcomes for 9 years and used multiple strategies to deal with selection issues: propensity score matching and instrumental variables. The results suggest that straightforward estimates are significantly biased, but even after accounting for selection, students who initially began at community colleges were 14.5% less likely to complete bachelor’s degrees within 9 years.

The Community College at the Crossroads: The Need for Structural Reform

1991 ◽  
Vol 61 (3) ◽  
pp. 311-337 ◽  
Author(s):  
Kevin Dougherty
Keyword(s):  
High School ◽  
Community College ◽  
Community Colleges ◽  
Educational Aspirations ◽  
Family Background ◽  
Baccalaureate Degree ◽  
State Universities ◽  
Alternative Route ◽  
Bachelor's Degrees ◽  
Four Year Colleges

Community colleges offer many students an alternative route to achieving a baccalaureate degree. In this article, Kevin Dougherty analyzes data on these institutions to see how effective they are in helping students transfer to and succeed in four-year colleges. After controlling for differences in family background, high school record, and educational aspirations of students entering two- and four-year colleges, the author finds that community college entrants receive fewer bachelor's degrees. While finding a strong case for reform, Dougherty argues that present reformers need to keep in mind the comprehensive nature of the community college and be sure that their reform proposals will preserve rather than diminish the services it offers students. Dougherty then discusses two sweeping reforms: transforming community colleges into four-year colleges, and converting them into two-year branches of state universities.

Changes, Challenges, and Opportunities for Student Services at One Baccalaureate Degree–Granting Community College

2017 ◽  
Vol 46 (1) ◽  
pp. 82-103 ◽  
Author(s):  
Edna Martinez
Keyword(s):  
Community College ◽  
Academic Advising ◽  
Student Services ◽  
Baccalaureate Degree ◽  
Future Research ◽  
Student Activities ◽  
Baccalaureate Degrees ◽  
Challenges And Opportunities ◽  
Faculty And Administrators ◽  
Policy And Planning

Objective: The objective of this study was to explore organizational changes within the area of student services at one baccalaureate degree–granting community college. Method: Data were collected via in-depth semistructured interviews with faculty and administrators, observations, and organizational documents. Results: Analysis revealed extensive changes in policies and practices related to (a) academic advising, (b) academic support services, (c) financial aid, and (d) student activities. Changes were slow, difficult, and met resistance from both internal and external stakeholders. Contributions: In addition to an understanding of how the institutionalization of baccalaureate degrees at the community college impacts student services, this study highlights implications for institutional policy and planning to help other colleges plan for implementation of 4-year degree programs. Areas for future research are discussed.

scholarly journals The Community College Presidency Demystified: Creating a Pipeline of Latino Leaders

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Editorial Board
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Leadership Development ◽  
Development Program ◽  
Direct Result ◽  
Structured Interviews ◽  
College Leadership ◽  
National Network ◽  
Using Data ◽  
The Impact

Community colleges are designed to serve populations largely drawn from a local base. In an increasing number of cases, the student populations are diverse, while both the administration and faculty, particularly in positions of leadership, are overwhelmingly white. Because of changing demographics, many community colleges serve predominately Latino communities. The present article describes the impact of a national culturally tailored leadership development program for Latino administrators in community colleges. Using data from extensive, semi-structured interviews, this qualitative research study demonstrates that participants in the leadership fellows program found their experience empowering and transformational. Research findings indicate that as a direct result of their participation in a culturally relevant leadership program, participants felt increased confidence and sought out executive community college leadership positions. Additionally, participants benefitted from a national network of peers and mentors. 

scholarly journals New Universities’ Organizational Identities Through Presidential Lenses

2018 ◽  
Vol 48 (2) ◽  
pp. 20-38 ◽  
Author(s):  
John S. Levin ◽  
Ariadna I. López Damián ◽  
Marie C. Martin ◽  
Evelyn M. Vázquez
Keyword(s):  
Community College ◽  
British Columbia ◽  
Community Colleges ◽  
Narrative Analysis ◽  
Organizational Identity ◽  
Qualitative Investigation ◽  
Structured Interviews ◽  
Organizational Identities ◽  
Sectoral Change ◽  
The University

This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ organizational change. Furthermore, while presidents advocated for a replacement of community college logics with university logics, data showed that these three new universities had yet to embrace the university logic fully. We propose that a blending of logics may be the preferred mechanism for the attainment of legitimacy during sectoral change for new universities.  

scholarly journals Academic Advising and the Community College Baccalaureate: Implications for Research, Policy, and Practice

2020 ◽  
Vol 40 (1) ◽  
pp. 110-122 ◽  
Author(s):  
Edna Martinez ◽  
Chinasa Elue
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Academic Advising ◽  
Research Policy ◽  
Future Research ◽  
Degree Programs ◽  
Policy And Practice ◽  
Baccalaureate Degrees ◽  
Advising Models ◽  
Policy And Planning

An increasing number of community colleges have expanded their programmatic offerings to include baccalaureate degrees. In this national, mixed methods study, we examined how and to what extent the implementation of baccalaureate degree programs has impacted academic advising policies and practices across U.S. community colleges. Survey and interview data highlighted the reorganization of advising and adoption of various advising models as well as the need for collaborations, communication, and professional development. In addition to underscoring the overall complexities involved in establishing four-year degree programs at the community college, results from this study helped us illuminate implications for policy and planning as well as suggested areas for future research related to advising.

scholarly journals New Universities’ Organizational Identities Through Presidential Lenses

2019 ◽  
Vol 48 (2) ◽  
pp. 20-38
Author(s):  
John S. Levin ◽  
Ariadna I. López Damián ◽  
Marie C. Martin ◽  
Evelyn M. Vázquez
Keyword(s):  
Community College ◽  
British Columbia ◽  
Organizational Change ◽  
Community Colleges ◽  
Narrative Analysis ◽  
Organizational Identity ◽  
Qualitative Investigation ◽  
Structured Interviews ◽  
Sectoral Change ◽  
The University

This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ organizational change. Furthermore, while presidents advocated for a replacement of community college logics with university logics, data showed that these three new universities had yet to embrace the university logic fully. We propose that a blending of logics may be the preferred mechanism for the attainment of legitimacy during sectoral change for new universities.This qualitative investigation addresses three new universities in the provinces of British Columbia and Alberta and their presidents’ ascriptions of organizational identity to their universities. Through extended, semi-structured interviews and narrative analysis, this investigation uses organizational identity theory and institutional theory to explain the positionality and understandings of presidents in relationship to their universities’ paths to legitimacy. We found that the preservation of aspects of the institutions’ original identity (as community colleges) aids new universities’ organizational change. Furthermore, while presidents advocated for a replacement of community college logics with university logics, data showed that these three new universities had yet to embrace the university logic fully. We propose that a blending of logics may be the preferred mechanism for the attainment of legitimacy during sectoral change for new universities.

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