ABSTRACTS,
FALL 2002 (Volume 30, No. 2)
- The Mangerial
Roles of Public Community College Chief Academic
Officers
- Anderson, Murray, and
Olivarez
- Utilizing a
managerial role survey based on Mintzberg's taxonomy,
this study sets out to answer two important questions
regarding the duties of the community college Chief
Academic Officer: 1) What managerial roles do CAOs at
community college perform and which roles do they
emphasize? 2) Are there differences in the roles CAOs
emphasize because of environmental characteristics,
because of personal characteristics, or because of
situational characteristics? The answers to these
questions create a benchmark for managerial roles of
CAOs at community colleges.
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- Professional
Development for Presidents: A Study of Community and
Technical College Presidents in Three
States
- Wallin
- This research reports
the results of a professional development needs survey
of the technical and community college presidents in
three states: North Carolina, South Carolina, and
Georgia. The findings demonstrate remarkable
similarities in the concerns, needs, and limitations
of presidents and include significant implications for
technical and community college
leadership.
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- Editor's Choice:
Measuring Outcomes: Is the First-time, Full-time
Cohort Appropriate for the Community
College?
- Dellow and
Romano
- This article
discusses how the State University of New York and the
U.S. Department of Education (VTEA programs) rely on a
first-time, full-time cohort of entering students to
measure the performance of community colleges through
a review process that affects their funding. Data from
a community college in upstate New York show that the
use of this cohort misses roughly two thirds of the
students enrolled in degree programs and should not be
relied on when measuring overall institutional
performance.
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- ERIC Review:
Educating Immigrants: The Community College
Role
- Szelényi and
Chang
- This literature
review examines issues related to the immigrant
population at the community college. It centers on
first-generation immigrants, including naturalized
citizens, legal permanent residents, individuals who
are in the process of legalizing their immigration
status, and persons residing unlawfully in the United
States. The review considers questions of access,
educational attainment, and institutional services,
policies, and programs introduced with specific
attention to the needs of immigrant
students.
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