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Running Head: COMMUNITY COLLEGE FUNDING TRENDS AN ABSTRACT OF THE THESIS OF Debra S.E. Klimes for the degree of Doctor of Education in Education presented on April 29, 2008. Title: Legislators‘ Perceptions about Community Colleges' Use of Alternative Funding Sources to Solve Budget Shortfalls Abstract approved:____ ________ George H. Copa The purpose of this study was to discern the nature of legislators‘ perceptions about community colleges‘ abilities to generate revenues through alternative funding sources and the resultant effects on state allocations to these colleges. Selected community college-related staff members and legislative staff members in Idaho and Oregon were asked to independently name three to five Idaho and Oregon legislators whom they perceived as having the most influence on community college funding. Out of the sixteen legislators who were nominated, eight were selected to participate in the study. The research identified: (a) important factors that influence legislative decision making which community colleges may affect, and (b) expectations of legislators about community colleges‘ abilities to acquire alternative funding and the purposes for seeking alternative funds. The following were specific findings of the study: Alternative Funding is a Given The pressure to find alternative funding for community colleges is likely to continue. Seeking alternative funding will be expected in the future by legislators even in good financial times; community college administrators should plan to invest in this process for the long run. Collegial Relationships Among Legislators A significant implication for practice from this research was the impact various individual relationships had on legislators. Legislators in the study described how trusting relationships with key people were integral to the input they obtained and considered in making funding decisions. These relationships included: (a) community college presidents and staff, (b) their colleagues, (c) legislative staff, and (d) agency staff. Community Colleges Must Let Legislators Know What They Want and Plan Ahead Legislators wanted community colleges to be forthcoming about what their long term fiscal and legislative needs, and legislators wanted them presented in priority order. Knowing community colleges‘ strategic goals and what their long-term plans were for at least five years could help legislators understand the larger fiscal picture and provide a better sense of where the future of community colleges was in their states. In turn, legislators could be watching for funding opportunities for community colleges, inform community colleges about consequences of plans they were making, and help community colleges do better problem-solving as issues occur. Educational Systems Need to Unify Toward the Common Goal Legislators were looking for funding solutions across the educational system. Legislators noted that they would have more confidence in the validity of the requests made of them if education entities -- K-12, community colleges, four-year colleges, and universities – showed the legislators that they were working together as a unified group. According to one legislator, educational institutions need to ―marry‖ across systems so they‘ll ―gain political strength.‖ When systems plan strategically together, legislators are more likely to understand and plan for their needs. The legislators in this study exhibited similar decision making styles, perceptions of community college funding, and expectations about community colleges‘ responsibilities for acquiring alternative funding to make up for funding shortfalls. © Copyright by Debra S.E. Klimes April 29, 2008 All Rights Reserved Legislators‘ Perceptions about Community Colleges' Use of Alternative Funding Sources to Solve Budget Shortfalls by Debra S.E. Klimes A DISSERTATION submitted to Oregon State University in partial fulfillment of the requirements for the degree of Doctor of Education Presented April 29, 2008 Commencement June 2009 Doctor of Education dissertation of Debra S.E. Klimes presented on April 29. 2008 APPROVED: Major Professor, representing Education Dean of the College of Education Dean of the Graduate School I understand that my dissertation will become part of the permanent collection of Oregon State University libraries. My signature below authorizes release of my dissertation to any reader upon request. Debra S.E. Klimes, Author ACKNOWLEDGEMENTS I would like to express my sincere appreciation to Dr. George Copa for his patience, kindness, and mentorship. He has shown me what a true professional is. I‘d also like to thank the members of my committee, who have also shown a great deal of patience and support for me these last few years: Dr. Betty Duvall, Dr. Bill Becker, Dr. Ron Langrell, and Dr. Robert Sahr. A special thanks goes to members of Cohort 9. They have become some of my dearest friends, and I‘ll never forget our joyful times at that magical place called Silver Falls. I learned how to play again. I want to thank my friends who never gave up on me and were there for me through thick and thin. Karyl Myers, Julie Miller, Cheryl Turoczy Hart, Kathy Bayless, and Wilkins-O‘Riley Zinn. To my dear friend and companion these past few months, Dave Holmberg, I want to express my thanks for his encouragement and for helping me keep a level head. To my long-time and dear friend Todd Schwarz with whom I commiserated on many an occasion about the solitude of writing a dissertation, I want to say thanks, as well. Finally, I want to thank the legislators who participated in this study and Oregon State University for providing a full-time professional educator an opportunity to further her education. TABLE OF CONTENTS Page Chapter One: Introduction ......................................................................................................1 Purpose and Research Questions ...........................................................................................3 Personal Interest .......................................................................................................................5 Significance of the Study ................................................................................................9 .......... Summary ................................................................................................................................12 .... Chapter Two: Review of Literature ......................................................................................14 Influential Relationships and Factors ....................................................................................16 College President Influence ................................................................................................16 .... Legislator Characteristics ................................................................................................18 ......... State Political Cultures ................................................................................................19 ............. Frequency of Legislative Sessions and Term Limits ...........................................................22 Summary ................................................................................................................................23 .... Higher Education Funding Trends ........................................................................................24 Tax Revolts ................................................................................................................................26 Public Perceptions ................................................................................................27 .................... The Results of Tax Cuts ................................................................................................28 .......... Consequences of Funding Shifts ............................................................................................29 Summary ................................................................................................................................31 .... Alternative Funding Modes in Community Colleges ..........................................................32 Who Pays? ................................................................................................................................32 .. National Opportunities ................................................................................................34 ............ International Opportunities ................................................................................................36 .... Summary ................................................................................................................................40 .... Summary of the Review of the Literature ................................................................41 ............. TABLE OF CONTENTS (Continued) Page Chapter Three: Study Design ................................................................................................44. Qualitative Methodology ................................................................................................44 ......... Assumptions of Qualitative Research ................................................................46 .................... Criticisms of Qualitative Research ................................................................47......................... Answers to Its Critics ................................................................................................47 ............... Researcher‘s Perspective
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