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2022 ◽  
Author(s):  
Rebecca Bolante ◽  
Cass Dykeman

Threat assessment and management in higher education is still in the early stages of development. Little is noted in the research literature about the practices of threat assessment teams in this environment, particularly in community colleges. To fill this knowledge gap, a random national sample of 15% (n = 148) of public community colleges were surveyed as to: (a) threat assessment practices, (b) continuing education needs, and (c) training delivery preferences. Lead threat assessment practitioners were surveyed from those institutions. A total of 113 participants returned a completed survey. This number represented a return rate of 76%. A post hoc power analysis reported an actual power (i.e., 1-β error probability) of 0.84. The professional breakdown of respondents was law enforcement/security (n = 52), college administration (n = 55) and other (n = 6). The vast majority (73%) of the community colleges operated with a formalized threat assessment team, yet 67% of respondents reported fewer than 40 hours of threat assessment training. The leading types of team composition were: (a) employees only (57%), and (b) mix of employees and outside personnel (32%). Most college threat assessment teams addressed more than just students as threat sources (69%). The top continuing education needs reported ranged from legal implications to advanced training of threat assessment and management. Inferential statistical analyses revealed that, in reference to their professional background, threat assessment practitioners similarly rank their: (a) continuing education needs, and (b) training delivery preferences (i.e., in person vs. online). Implications for both research and practice were discussed.


Author(s):  
Simone A. F. Gause

Black women leaders in higher education face a double bind of gender and racial disparity and biases within the education workforce and their institutions. The literature does not fully articulate Black women's considerations when pursuing community college presidencies and the strategies they use to overcome the hurdles and discrimination they encounter. This research expands the literature by using critical race and Black feminist thought as theoretical frameworks to examine the ascension and succession of eight Black women leading community colleges and how they circumvented barriers associated with the male-dominated position. Findings reveal how three elements of resiliency—emotional intelligence, authenticity, and agility—contest and challenge the oppressive nature of White male privilege in gendered organizations. This newfound perspective has implications for the recruitment, retention, and persistence of faculty and administrators, leadership development programs, and succession planning at community colleges across the United States.


2021 ◽  
Vol 2 (4) ◽  
pp. 11-26
Author(s):  
Hari Lal Mainali ◽  
Sudhanshu Verma

The process of attracting, evaluating, and hiring individuals for an organization is known as recruitment. Selection is the process of identifying an individual from a pool of job applicants with the requisite qualifications and competencies to fill jobs in the organization. The purpose of this paper is to explore the effects of recruitment and selection practices on teaching faculty satisfaction in community colleges. The researcher adopted a Qual-Quan approach with a descriptive and cross-sectional research design. A structured questionnaire was applied for quantitative information collection from 49 respondents, and an FGD was conducted to collect qualitative information. Stratified and random sampling techniques were used to select the sample from the targeted population, and data processing was done using SPSS version 26. In order to reach a conclusion, ANOVA, Chi-square and frequency statistical tools were used for data analysis. The analyses showed there was a significant impact of recruitment and selection practices on teaching faculty satisfaction in community colleges of Nepal.


2021 ◽  
Vol 2022 (197) ◽  
pp. 71-80
Author(s):  
Heather A. McKay ◽  
Renée Edwards ◽  
Daniel Douglas
Keyword(s):  

2021 ◽  
Author(s):  
Richard Romano ◽  
Mark D’Amico

A commonly used metric for measuring college costs, drawn from data in the Integrated Postsecondary Education Data System (IPEDS), is expenditure per full-time equivalent (FTE) student. This article discusses an error in this per FTE calculation when using IPEDS data, especially with regard to community colleges. The problem is that expenditures for noncredit courses are reported to IPEDS but enrollments are not. This exclusion inflates any per FTE student figure calculated from IPEDS, in particular expenditures and revenues. A 2021 IPEDS Technical Review Panel (TRP #62) acknowledged this problem and moved campus institutional research offices a step closer to reporting noncredit enrollment data (RTI International, 2021). This article is the first to provide some numbers on the magnitude of this problem. It covers eight states—California, Iowa, New Jersey, New York, North Carolina, South Carolina, Tennessee, and Virginia. Data on noncredit community college enrollments were made available from system offices in all states. In addition, discussions were held at both the system level and the campus level to verify the data and assumptions. Figures provided by states were merged with existing IPEDS data at the campus and state levels, and then were adjusted to account for noncredit enrollments. The results provide evidence that calculations using IPEDS data alone overestimate the resources that community colleges have to spend on each student, although distortions vary greatly between states and among colleges in the same state. The results have important implications for research studies and college benchmarking.


2021 ◽  
Vol 1 (2) ◽  
pp. 2-17
Author(s):  
Thomas Brock ◽  
Cameron Diwa

The COVID-19 pandemic led to a steep decline in enrollments at community colleges, especially among Black, Hispanic, and Indigenous populations, males, and part-time students. The Coronavirus Aid, Relief, and Economic Security Act (CARES) and the American Rescue Plan (ARP) Acts provided funds for emergency aid and engaging disconnected students, and community colleges moved swiftly to shift services and instruction online. In this essay, we discuss how students and community colleges responded to the pandemic and what their experiences reveal about inequities in higher education. We argue that the crisis was worsened by years of underinvestment in these institutions and by entrenched structures and practices that do not address the needs and aspirations of many students. We review evidence on reforms that aim to remake community colleges in ways that improve student outcomes. While COVID-19 can rightly be viewed as a catastrophe, it may also serve as a catalyst for fundamental and lasting improvements in how community colleges are funded, organized, and operated to help more students achieve their goals.


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