Learning Resources

Abstract: This article focuses on the ways in which community colleges contribute to their local and regional economies, assumptions that may or may not be true about the extent to which they can and do remain up-to-date regarding the expectations and needs of business and industry, and sources of data and information to assess effectiveness and guide decisions. The expectation of the Obama administration that community colleges will play a lead role in preparing the nation’s workforce and retraining workers has put this aspect of the community college mission into the national spotlight.

Abstract: The number of individuals receiving a U.S. doctorate degree continues to grow; however, we know little about the precise factors that affect wages for recent doctorate recipients over time. Using data from approximately 10,000 respondents who completed the Survey of Doctorate Recipients, the study presented in this article examines factors contributing to wage growth over the time period 1999–2008. Findings show wage benefits for degree recipients over the decade, but also show significant differences by gender, race, discipline, and other characteristics. Findings have strong implications for individuals who may consider doctorate or other advanced training, for academic planners, and for policies in graduate education.

Abstract: To meet enrollment management and accountability needs, Maryland’s 16 community colleges monitor the degree progress of their students through the Maryland Model of Community College Student Degree Progress. Implemented in 2005, the model addressed many of the flaws in the completion metrics in use at that time and incorporated developmental education status as a key variable. Using a behavioral definition of degree-seeking, the model also included interim measures of success to account for the slower pace dictated by the life circumstances of many community college students. Findings for seven cohorts are analyzed, and results are compared to graduation rates at four-year institutions. Reform efforts in developmental education prompted by the findings of the model are described.

Abstract: College and university credit ratings directly affect institutional budgeting and planning. Hence, they should be of special concern to those charged with institutional planning. This article underscores the critical role that the ratings issued by two major rating agencies play in institutional finances and planning. Because rating agencies take into account a broad range of criteria, credit ratings remain a robust indicator of creditworthiness and can serve as signaling devices regarding institutional market positioning. Therefore, decision makers should be aware of the importance of ratings as they seek to compete for students and resources in the short run and plan for the long term.

Abstract: Georgia’s two higher education systems, the University System of Georgia and the Technical College System of Georgia, are busy working together on initiatives aimed at improving graduation rates. Initiatives include college mergers, a quarter-to-semester conversion, articulation agreements, Complete College America/Georgia plans and meetings, remedial education redesign, and Achieving the Dream participation. These initiatives are creating a momentum that is moving higher education in the right direction, according to the author. What is good for college students in Georgia is good for the economy as well.

Abstract: The article discusses the challenges that community colleges face in increasing college degree completion in an era of budget reductions and fiscal constraints. The analysis draws on data collected in the 2011 Survey of Access and Finance in which responses were obtained from all 51 members of the National Council of State Directors of Community Colleges (NCSDCC).

Abstract: All universities need an integrated plan to chart their path through these turbulent times and amidst the changing expectations of higher education. This is especially true for universities in developing countries. Such universities operate with very scarce resources and limited depths of expertise, but still seek to respond to surging demand. The result is a strain on these universities and a threat to quality. This article introduces the processes and concepts of planning and development for universities in developing countries, focusing mostly on the African context. Our premise is that the basic planning processes and concepts that work in North America and Europe are still valid for universities in developing countries, even if the nature, content, and resulting strategies are very different. Therefore, this article draws from published work in planning applied in the context of the authors’ experience in higher education in East Africa. We conclude that good strategic planning is necessary for universities in developing countries, as is operational planning for programs, resources, and capital. The information in this article is more fully explored and explained in the authors’ book Planning and Resource Guide for Higher Education in Africa.

Abstract: As the importance of college increases, our collective understanding of what college is, exactly, has begun to expand. This article contributes to this emerging understanding by describing the multifunctional nature of the community college. To this end, the community college movement is framed in three ways—as a launching pad, as a (re)launching pad, and as a local commitment. The article concludes with a brief discussion of the need to support the community college movement moving forward.