Community College Review最新文献_第6页

Community College International Leaders’ Sensemaking: Entrepreneurial Leadership Skills and Behavior 社区大学国际领袖的意义表达:企业家领导技能和行为

IF 1.3

Community College Review Pub Date : 2022-10-07 DOI: 10.1177/00915521221125822

R. Raby, Heidi Fischer, N. Cruz

{"title":"Community College International Leaders’ Sensemaking: Entrepreneurial Leadership Skills and Behavior","authors":"R. Raby, Heidi Fischer, N. Cruz","doi":"10.1177/00915521221125822","DOIUrl":"https://doi.org/10.1177/00915521221125822","url":null,"abstract":"Objective: This article explores entrepreneurial leadership behavior from the vantage point of mid- and senior-level administrators who lead international education initiatives at U.S. community colleges. Administrators’ choices are examined to understand how they develop and use strategies for targeted problem solving within their institutional context. Research questions posed in this study include: (1) How, if at all, do community college international education leaders (CC-IELs) self-identify as entrepreneurs? (2) What characteristics embody a CC-IEL entrepreneurial leader? (3) How are CC-IELs navigators of institutional contexts? Methods: Semi-structured interviews are used to investigate the perspectives and entrepreneurial leadership skills and behaviors of 14 CC-IELs. A narrative analysis approach allowed these leaders to reflect on their perspectives and narrate their decision-making process. Results: Findings indicated that the CC-IELs in this study identified as entrepreneurial leaders, used characteristics such as collaboration to build a culture of innovation, and strategically utilized relationships with stakeholders to ground themselves as navigators of institutional contexts. Contributions: This article contributes to the understanding of an under-studied group of leaders in community colleges, specifically those who lead international education programs. It also provides insight into the entrepreneurial dimensions of CC-IEL leadership roles.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48374736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The Impact of Offering Baccalaureate Degrees on Institutional Enrollment in Community Colleges 提供学士学位对社区学院招生的影响

IF 1.3

Community College Review Pub Date : 2022-09-27 DOI: 10.1177/00915521221125500

Jeremy Wright-Kim

{"title":"The Impact of Offering Baccalaureate Degrees on Institutional Enrollment in Community Colleges","authors":"Jeremy Wright-Kim","doi":"10.1177/00915521221125500","DOIUrl":"https://doi.org/10.1177/00915521221125500","url":null,"abstract":"Objective: The community college sector plays a vital role in broadening access to education and helping states meet their workforce needs. An emerging trend and potential lever to better achieve these goals is the community college baccalaureate or CCB. Yet, opponents wonder whether CCBs may lead community colleges to abandon their traditional logics. This study attempts to help address this question. Methods: Using institution-level panel data, I employ various difference-in-difference approaches to estimate the impact of CCB adoption on overall enrollment levels, as well as the enrollment of historically underrepresented student populations. Results: I find that CCB adoption leads to significant increases in overall student enrollment; these results are robust to alternative specifications and control groups. Yet, enrollment-related impacts vary by selected student populations. I find no consistent evidence that CCB adoption shifts community colleges away from their commitment to underrepresented students, though there may be a tipping point not yet reached by current levels of CCB adoption. Contributions: These findings have important implications for policy and practice as institutional leaders and policy makers continue to debate, adopt, and implement baccalaureate programing at the community college level.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45950210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Changing Definitions of Leadership or Same old “Hero” Leader? 领导定义的变化还是老的“英雄”领导？

IF 1.3

Community College Review Pub Date : 2022-09-24 DOI: 10.1177/00915521221125304

Pamela L. Eddy, Kim Vanderlinden, Catherine Hartman

{"title":"Changing Definitions of Leadership or Same old “Hero” Leader?","authors":"Pamela L. Eddy, Kim Vanderlinden, Catherine Hartman","doi":"10.1177/00915521221125304","DOIUrl":"https://doi.org/10.1177/00915521221125304","url":null,"abstract":"Objective/Research Question: The urgency to replace retiring community college leaders has been a topic of research and discussion for the past two decades. Concurrently, expansive definitions of leadership and collaborative approaches to leading have emerged. The central research question for this study was: How do sitting community college leaders define leadership? The sub-questions included: Do definitions of leadership differ by gender? Do definitions of leadership differ by position? Methods: Coding of survey data from approximately 770 sitting leaders occurred based on responses to the prompt: How do you define leadership? Descriptive statistical analysis occurred based on demographics and on position related to the coded responses. Results: This study found three prevalent ways of defining leadership: leader-focused (leader’s abilities mentioned); other-focused (leader included others, collaboration mentioned); institution-focused (leader focused on institutional needs/mission). About half of both women and men used leader-focused definitions, with slightly more men than women in the tallies. More women than men used other-focused definitions, whereas men used definitions more institutionally focused compared to women (not statistically significant). Leader-focused definitions were also most prevalent by position, with mid-level leaders using this definition slightly more than top-level leaders. Top-level leaders used a combination of institution-focused definitions more so than mid-level leaders, however (not statistically significant). Conclusions: A shift to more other-focused ways of leading is emerging. Those in mid-level positions hold onto leader-focused definitions of leadership, and this points to the need to reconceptualize mid-level leadership and ideas of leading that include others and connect to institutional missions and initiatives. The complex nature of today’s organizations requires broader conceptions of leadership.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49395797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Coalition of the Willing”: Promoting Antiracism Through Empowering Community College Campus Members “自愿联盟”:通过赋予社区大学校园成员权力来促进反种族主义

IF 1.3

Community College Review Pub Date : 2022-08-09 DOI: 10.1177/00915521221111465

Bryan K. Hotchkins, Jon Mcnaughtan, Jarett Lujan

{"title":"“Coalition of the Willing”: Promoting Antiracism Through Empowering Community College Campus Members","authors":"Bryan K. Hotchkins, Jon Mcnaughtan, Jarett Lujan","doi":"10.1177/00915521221111465","DOIUrl":"https://doi.org/10.1177/00915521221111465","url":null,"abstract":"Objective/Research Question: Critical race theory (CRT) was used with a basic qualitative study to interrogate how racism unfolds at community colleges and how Black community college presidents enact antiracism. The purpose of this study is to enhance understandings about how community college presidents of African descent construct antiracism, how those definitions are communicated, and the rationale for creating opportunities to disrupt racism within predominantly White campus environments. Methods: Six presidents participated in three semi-structured interviews lasting approximately 75-minutes each. The sample included three men and three women. Interviews focused on institutional communications about racial tensions concerning how presidents’ identities (e.g., race and gender) influenced decision making with campus stakeholders and presidential roles in defining and enacting antiracism. Results: Three themes emerged including how Accountability matters, the need for Space creators, and importance of developing Student “critical” mass. Participants discussed how they created spaces and utilized cultural capital networks to advance campus diversity agendas to benefit their institutions. Presidents posited that although community college leaders were likely motivated to participate in anti-racist practices due to the bettering of institutional image, decisive work needed to be done despite knowing endemic racism occurs in perpetuity. Conclusions/Contributions: This study highlights the need for enhanced training of presidents about how to conceptualize and engage campus racism. Additionally, presidents posited that the majority of students on their campuses were ready to engage in antiracism leadership activism, but they needed training to be empowered to develop anti-racist programs and practices. Finally, institutions need to develop stronger and more systematic ways to call out racism and promote anti-racist programing and practices.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48631581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Fostering Communities of Practice Among Community College Science Faculty 培育社区学院理科教师的实践共同体

IF 1.3

Community College Review Pub Date : 2022-07-21 DOI: 10.1177/00915521221111474

Pamela L. Eddy, Yi Hao, Ellen R. Iverson, R. Macdonald

{"title":"Fostering Communities of Practice Among Community College Science Faculty","authors":"Pamela L. Eddy, Yi Hao, Ellen R. Iverson, R. Macdonald","doi":"10.1177/00915521221111474","DOIUrl":"https://doi.org/10.1177/00915521221111474","url":null,"abstract":"Objective/Research Question: This paper reports on data collected in a multi-year National Science Foundation grant project involving a professional development (PD) model built to support community college faculty as change agents (CAs). The research question was: How do disciplinary communities of practice (CoP) emerge among community college faculty working in teams? Methods: This research employed a mixed-method design. Data collection included interviews, focus-group sessions, reflective journals, observations, end-of-workshop evaluations, survey data with the 23 geoscience faculty CA, and data from a national survey. Data analysis used the principles of CoP. Results: When compared to other community college geoscience faculty nationally, the participants in our study reported greater levels of behaviors characteristic of CoP. The CoP emerged due to network building and resource sharing within the PD. The findings highlight the significance of structured PD on the development of robust disciplinary CoP. The initial orientation of CAs, existing institutional structures, and cultures of community colleges influenced the CoP. Putting lessons learned into practice, sharing outcomes, and leading regional PD for others contributed to strengthening of the CoP. Conclusions/Contributions: Intentional PD catalyzed the emergence of strong CoP among the community college geoscience faculty participants. The opportunities to connect with disciplinary colleagues teaching in community colleges who shared an interest in supporting student success and improving teaching practices and the opportunity to share lessons learned contributed to the CoP. Structured interactions, critical reflection, and leading colleagues in PD supported developing, maintaining, and growing the CoP.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45728698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Keep Fighting for Existence: Undocumented Student Resource Centers as Counter-Spaces Within Community Colleges 继续为生存而战：社区大学中的无证件学生资源中心

IF 1.3

Community College Review Pub Date : 2022-07-19 DOI: 10.1177/00915521221111461

Rachel E. Freeman-Wong, Trisha Mazumder, Jesús Cisneros

引用次数: 2

Institutional Partnerships for Transfer Student Success: An Examination of Catalysts and Barriers to Collaboration 转校生成功的机构伙伴关系:合作的催化剂和障碍的考察

IF 1.3

Community College Review Pub Date : 2022-07-16 DOI: 10.1177/00915521221111476

T. L. Yeh, Lia Wetzstein

{"title":"Institutional Partnerships for Transfer Student Success: An Examination of Catalysts and Barriers to Collaboration","authors":"T. L. Yeh, Lia Wetzstein","doi":"10.1177/00915521221111476","DOIUrl":"https://doi.org/10.1177/00915521221111476","url":null,"abstract":"Objective: Strong institutional partnerships are critical to the transfer process for students because they can help ease navigation from one college to the next. This research seeks to better understand the nature of high-performing transfer partnerships, and the factors that can either promote or hinder their development. Methods: Drawing upon qualitative data from a larger mixed methods study, we visited seven institutional pairs of community college (sending) and baccalaureate-granting (receiving) institutions and interviewed 170 administrators, staff, and faculty. Data were analyzed using perspectives on educational collaborations and the forces that can impact organizational change efforts. Results: Our findings highlight factors that influence the development, growth, or continuation of transfer partnerships. We propose a framework that can be used to analyze transfer partnerships based on institutional culture, practices, and policies. Contributions: This research extends the work on transfer partnerships by providing a comprehensive picture of the organizational forces that impact their change over time. We also offer suggestions for how these findings can be used to develop or enhance transfer partnerships that can move institutions toward more equitable student outcomes.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44429558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Basic Needs Insecurity and Mental Health: Community College Students’ Dual Challenges and Use of Social Support 基本需求不安全与心理健康：社区大学生的双重挑战与社会支持的利用

IF 1.3

Community College Review Pub Date : 2022-07-16 DOI: 10.1177/00915521221111460

Katharine M. Broton, M. Mohebali, Mitchell D. Lingo

{"title":"Basic Needs Insecurity and Mental Health: Community College Students’ Dual Challenges and Use of Social Support","authors":"Katharine M. Broton, M. Mohebali, Mitchell D. Lingo","doi":"10.1177/00915521221111460","DOIUrl":"https://doi.org/10.1177/00915521221111460","url":null,"abstract":"Objective: The objective of this study is to examine the potential co-occurrence of basic needs insecurity and mental health problems among community college students. These barriers to student success are gaining significant attention from college leaders and scholars, but they are often addressed in isolation, ignoring the potential reinforcing nature of these challenges. Method: We use data from a national survey of community college students to examine the relationship between experiences of basic needs insecurity and mental health problems, and investigate the support systems that students rely on for help. Results: Findings indicate that students who experience basic needs insecurity are substantively and significantly more likely than their materially secure peers to report depression, anxiety, and suicidal ideation, planning, or attempt, even after accounting for background characteristics. Those with both food and housing insecurities are even more likely to report mental health problems and the likelihood is positively associated with severity of material hardship. Given limited institutional supports, students often rely on friends or family for emotional and mental support. Receipt of social support is higher among those with mental health challenges, but it also varies by students’ basic needs security status. This suggests that students facing the dual challenges of basic needs insecurity and mental health problems may have exhausted this important social resource. Contributions: This study raises awareness about the prevalent co-occurrence of basic needs insecurity and mental health problems, and encourages a more integrated institutionalized approach to serving students.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49352044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

“Lost in the Shuffle”: How Relationships and Personalized Advisement Shape Transfer Aspirations and Outcomes for Community College Students “迷失在混乱中”：关系和个性化建议如何改变社区大学生的愿望和结果

IF 1.3

Community College Review Pub Date : 2022-07-16 DOI: 10.1177/00915521221111468

Maggie P. Fay, S. Jaggars, Negar Farakish

{"title":"“Lost in the Shuffle”: How Relationships and Personalized Advisement Shape Transfer Aspirations and Outcomes for Community College Students","authors":"Maggie P. Fay, S. Jaggars, Negar Farakish","doi":"10.1177/00915521221111468","DOIUrl":"https://doi.org/10.1177/00915521221111468","url":null,"abstract":"Objective: Few community college students who aspire to transfer ever do so. Prior research suggests that relationships with advisors, faculty, and administrators may play an important role in promoting successful transfer outcomes, particularly for traditionally underserved students. This study examines how students identified and weighed possible transfer destination colleges, and how dedicated and personalized advisement shaped students’ transfer plans and contributed to their transfer outcomes. Method: This mixed-methods study uses interviews to explore students’ transfer planning processes, as well as student record data to examine transfer outcomes. Analyses compare students who received personalized transfer advising through a community college honors program and similarly qualified transfer-aspiring peers attending the same six community colleges who received “business as usual” advising. Results: Findings suggest that personalized advisement and relationships with transfer advisors contributed to higher rates of transfer and may support transfer to more-selective destinations. Contributions: This research extends the literature on community college transfer by tracing students’ planning processes, exploring factors that raise or lower transfer aspirations, and estimating the effects of an advising-intensive honors program on students’ transfer outcomes, including the selectivity of their transfer destinations. We also offer more empirical support for the importance of personal relationships and transfer agents in facilitating successful transfer outcomes.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47060367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Engaging Community Colleges in Rural Development: A Meta-Synthesis of Doctoral Dissertations 社区学院参与农村发展:博士论文的元综合

IF 1.3

Community College Review Pub Date : 2022-04-25 DOI: 10.1177/00915521221087280

H. Harmon, Larry J. Bergeron, Jerry Johnson

{"title":"Engaging Community Colleges in Rural Development: A Meta-Synthesis of Doctoral Dissertations","authors":"H. Harmon, Larry J. Bergeron, Jerry Johnson","doi":"10.1177/00915521221087280","DOIUrl":"https://doi.org/10.1177/00915521221087280","url":null,"abstract":"Objective: This project analyzed recent doctoral dissertations addressing the role of community colleges in rural development for the purpose of identifying themes in the reported results and offering recommendations for future research. Methods: A meta-synthesis approach was utilized with 20 doctoral dissertations from the time period 2009 to 2020 investigating the role of community colleges in rural community development, rural economic development, rural workforce development, and collaboration with other entities relative to rural development. Results: Themes derived from the analysis and synthesis are presented, with discussion of the representative studies for each. Building on the results of the thematic analysis, the review offers recommendations for practical steps that rural community colleges can take to contribute to the communities they serve. Additionally, we offer suggestions for a research agenda to produce further insights and understandings that can strengthen and enhance the roles of community colleges in rural development across America. Contributions: Collectively, the reported themes and suggested research agenda speak to both the important role that rural community colleges can play in rural development and to the need for ongoing work in this area of the literature.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43644895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1