Clifford Harbour

In this article, we report on the articles published in Community College Journal of Research and Practice (CCJRP) from 1990 to 2000 regarding Latinos at community colleges. Although research published in CCJRP has produced important findings, we contend there is a ...

This qualitative case study utilized interviews and evaluation of publically-available documents to investigate the process of succession planning in a moderately-sized public health office located in a metropolitan community in a frontier-rural state. Following analysis of the data, the results were compared to literature findings. Four public health directors, the County Health Officer and the Board of Health chairperson participated in the private, face-to-face interviews. These individuals were asked to participate because they have the ability to direct staff leadership development activities. A formal succession planning program did not exist at this agency; however, on an informal basis, leadership development was evident. Successes in promotion of leadership development included establishment of a cooperative and collegial work atmosphere. Barriers to the process of succession planning included a lack of stable funding, lack of understanding about the role of public health by the public, erosion of public health authority, inability to recruit trained personnel, low pay scales, and aging of the current workforce. The results of this study indicate that although formal succession planning programs may not exist within an agency, leadership development is still possible through proven adult education methods.

Objective: The purpose of this article is to explain how central points developed in Dewey's 1916 Democracy and Education provide the rationale needed to adopt institutional and policy recommendations made by Grubb and Lazerson in their 2004 book, The Education Gospel: The Economic Power of Schooling. Method: The central points of Grubb and Lazerson's work, and the policy agenda offered to guide reforms, are reviewed. Results: The authors describe how a Deweyan view of education and democracy may provide the motivation and guidance needed to move forward on the Grubb and Lazerson agenda to benefit community college vocational education. Contributions: The argument advanced in this article reveals that a meaningful reconstruction of community college vocational education will require implementation of institutional reforms and public policy reforms. This reconstruction will also require, however, a normative vision to motivate policy makers, educators, and citizens.

Community college faculty and staff committed to the eradication of student marginalization may use a variety of contemporary strategies to address this form of oppression. We seek to complement these strategies by showing how the work of John Dewey may be used to justify the creation and development of democratic learning communities fundamentally opposed to student marginalization. Community colleges have long been recognized as enrolling a disproportionate share of fi rst-generation college students, low-income students, women, and students of color. Additionally, community colleges have sig-nifi cant enrollments of students who identify as immigrants; lesbian, gay, bisexual, and transgender (LGBT); and disabled. Many of these students have been marginalized in previous educational settings because of their status and identity. Many come to the community college, " democracy' s college " (Vaughan, 1985), hoping and expecting to live and study in a more diverse environment free of marginalization. Unfortunately, sometimes these hopes and expectations are not fulfi lled and the cycle of marginaliza-tion continues. Other chapters in this volume of New Directions for Community Colleges explain why marginalization of community college students occurs and how we can better identify and confront this form of oppression. Most of these works update and extend our understanding of student marginal-ization by focusing on students' identity and status as the qualities targeted by individual, institutional, and cultural oppression. The purpose of this chapter, however, is to address the subject of student marginalization at the community college from a different perspective. More specifi cally, the purpose of this work is to outline an ethical framework that could be used to create and justify democratic learning communities fundamentally opposed to student marginalization. This framework is based on core values

Institutional accountability programs may present ethical dilemmas for community college leaders. Some of these dilemmas may be resolved by relying on the authority of the traditional mission. However, in some instances, the mission may be inadequate to check this form of state encroachment. We propose that campus leaders review John Dewey' s philosophy of education to gain insights into how their institutions might negotiate dilemmas not addressed by the traditional mission. Community college leaders face a wide range of ethical challenges in managing their institutions. One of these challenges is negotiating the various accountability expectations imposed on the institution. Traditionally, community colleges were formally accountable through their governing boards to state legislatures, local voters, and the community for the proper expenditure of funds, administration of relevant state or local policies, and implementation of the institutional mission. However, the 1980s marked the beginning of a new era when state legislatures began systematically to create new accountability expectations concerning institutional performance. State institutional accountability programs have been classified as first-generation or second-generation (see Harbour and Jaquette, 2007). First-generation accountability programs include performance-reporting, performance-budgeting, and performance-funding initiatives (Burke, 2005). These programs typically require that institutions report their achievements on specific performance measures (such as student graduation rates, student transfer rates, and student pass rates on certain licensure examinations). Under performance-funding and performance-budgeting programs, some portion of state funding is linked directly (with respect to performance funding) or indirectly (with respect to performance budgeting) to institutional performance. Second-generation accountability mechanisms allocate some portion of state funding through market-based mechanisms such as 5 1

In this article, we propose a new paradigm for understanding recent state policies that pose new barriers to student participation, diverting the most vulnerable students out of public higher education. The paradigm we propose is based on works by the Italian philosopher Giorgio Agamben and is significantly different from previous diversion theories developed by sociologists Burton Clark (1960) and Steven Brint and Jerome Karabel (1989). These earlier theories described how institutional practices and policies diverted students from one curriculum or institution into another. For example, Clark's (1960) case study at one junior college explained how faculty and staff used various academic and student development practices to " cool-out " students and divert them from transfer curricula into vocational curricula. Brint and Karabel's (1989) research examined a rich historical record, and they explained how community colleges secured their future by aggressively marketing vocational curricula that diverted students away from four-year colleges and universities.

In this article, the author reports on an analysis and interpretation of institutional accountability legislation enacted by the Colorado General Assembly from 1985 to 2005. The method of inquiry for the study was grounded in the principles of hermeneutics and narrative policy analysis. Analysis and interpretation of legislative and administrative texts reveal how they rationalize marketized higher education and centralized state control of public colleges and universities. This interpretation also explains how a new integrated funding and accountability framework creates de facto institutional missions validated by marketization and secured by centralization of state control.

In this article we introduce and explain a funding framework for advancing an equity agenda at the community college. The need for the framework is premised on (a) Dowd's observation that the traditional community college commitment to student access no longer suffices as an adequate strategy to achieve greater equity in society and (b) the recognition that community colleges are becoming more entrepreneurial as a result of challenges posed by privatization, state performance accountability systems, and marketization. A new approach to advancing equity is needed in this environment. We propose a funding framework that reflects lessons learned from a review of funding systems used in English further education systems and community college systems in Colorado and California.

Abstract Institutional accountability programs may present ethical dilemmas for community college leaders. Some of these dilemmas may be resolved by relying on the authority of the traditional mission. However, in some instances, the mission may be inadequate to check this form of state encroachment. We propose that campus leaders review John Dewey's philosophy of education to gain insights into how their institutions might negotiate dilemmas not addressed by the traditional mission.

This article reports on a qualitative, interpretive case study examining how trustees, administrators, faculty members, and staff members at a rural community college understand their institution’s accountability environment. Data analysis and interpretation established that participants conceptualized institutional accountability as dialogic, involving ongoing communication with state authorities, employers, students, high schools, and universities about the formal and informal expectations assigned to

This grounded theory study addressed the issue of how community college presidents foster active, broad-based participation in campus decision-making processes. This study was based on in-depth interviews with nationally recognized community college presidents ...

In this article we report on our review of articles published in the Community College Journal of Research and Practice (CCJRP) from 1990 to 2000 regarding certain underrepresented populations. Using the data and perspectives provided by CCJRP contributors, we show ...