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The Revised Institution: the Community College Mission at the End of the 20Th Century

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The Revised Institution: the Community College Mission at the End of the 20Th Century DOCUMENT RESUME ED 442 498 JC 000 422 AUTHOR Levin, John S. TITLE The Revised Institution: The Community College Mission at the End of the 20th Century. PUB DATE 2000-04-00 NOTE 21p.; Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, AL, April 24-28, 2000). PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Community Colleges; *Economic Change; Educational Philosophy; Educational Planning; Foreign Countries; *Institutional Mission; Institutional Role; *Long Range Planning; *Organizational Change; Social Change; Two Year Colleges; *Vocational Education IDENTIFIERS Canada; United States ABSTRACT This study examines the changed and changing mission of community colleges in the 1990s in the United States and Canada. By narrowing the focus to the geographical area of the Pacific/ Western region, the study seeks to identify the development of international cultural connections consistent with the region and to explain how the globalization process affected college behaviors. Seven colleges were visited twice by a team of researchers over a two-year period. Interviews were conducted with key personnel. The researchers found that in the 1990s, community college leaders embraced a liberal technological philosophy of education, which assumes that education is instrumental and that the technology is part of a global economy where advanced education is best oriented to skills development and marketplace relevance. As a result, the mission of the community college became oriented to economic concerns and to the requirements of the private sector. The new vocationalism in the community college mission addressed the needs of the middle class and the engines of the economy. The institutions' mission also encompassed the acquisition of resources and the prudent ministering of their own financial resources. Colleges also gave considerable attention to multiculturalism and diversity, as reflected in hiring practices, curricula, and extra-curricular activities. (Contains 30 endnotes.) (JA) Reproductions supplied by EDRS are the best that can be made from the original document. The revised institution: the communitycollege mission at the end of the20th century John S. Levin U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY feiThis document has been reproducedas received from the person or organization originating it. Lte v Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. The Center for the Study of HigherEducation College of Education The University of Arizona Tucson, Arizona, 85721 E-mail: [email protected] Paper for American EducationalResearch Association 2000, Annual meeting Division J New Orleans U BEST COPYAVAILABLE 2 end of the 20th The revised institution: thecommunity college mission at the century The lines of discourse on themission of the community collegein the latter half of focus, with particular stress the 20th century were several.One strand included a curricular encompassed the upon threedomains: academic, vocational,and remedial.' Another strand development; social and economic purposes of theinstitution: individual and community reproduction.' And, the mobility of the individual; and socialstratification and social the educational and training role of thecommunity college served as a third strand: place for institution as a pipeline to baccalaureatedegrees;" as a job preparation site;4 and as a of the three potential success and failure insociety.' James Ratcliff encompasses most strands in his concept of "sevenstreams" of historical developmentof the community apprehend college.' Similar to other scholars andpractitioners, Ratcliff did not or could not the emergence of a newcommunity college mission.' Yet, atthe dawn of the 21" century, the community college had a newinstitutional mission. By the final decade of the 20th century,curricular discussions shifted fromcurricula With the concept of a learning as inputs tocurricula as outputs in the form of outcomes. from college' emerging as a beacon of change, purposesof the institution decidedly moved sites for individual and community betterment toeconomic purposes: development workforce preparation. The emphasis uponthe economic role of the communitycollege, beneficial activities such as however, was attenuated byprogramming that included socially projects, demonstrating service learning, where communityneeds were addressed by student that the community college was agood corporate citizen. Organizational behaviors were responses to aglobal economy, promoted by the demands from State and guided by institutional managers.College administrators reacted to students and business and industryleaders for skills training foremployment. Faculty altered curriculum to adjust tomarketplace demands, particularly therequirement for employability skills. Along withgoverning board members, faculty,administrators, support conformed to the staff and students who served onpolicy and decision-making bodies expectations of business and industry. These behaviors suggest that in the1990s, the mission of the communitycollege had social less emphasis on education and more ontraining; less emphasis upon community 3 2 needs and more on the economic needs of business and industry; less uponindividual development and more upon workforce preparation and re-training. In short,the mission of the community college by the end of the 20th century was more suited tothe rhetoric of the global economy and to its demands. The Study This research investigation focused upon the changed and changingmission of community colleges in the 1990s. A qualitative, multiple case study design wasused to examine community colleges in two countriesthe U.S. and Canada. The useof field methods, including document analysis, interviews, informal conversations,observations, and the use of informants, is one suggested way to understand organizationallife and organizational behaviors.' Furthermore, investigation of multiple sites or cases wasdeemed to be particularly appropriate for theunderstanding of different institutional contexts.° In refining the design, I narrowed the focus to a geographical areathe Pacific/Western Region. This narrowing was intended to capture the concept of international and global economics and trade within what is referred to as thePacific Rim; and to identify and follow the development of international cultural connectionsconsistent with this region. Furthermore, I assumed that globalizing forces wouldbe more evident in or near large population centers (i.e., Westerncities), especially those with relatively large immigrant populations or those that depend upon international trade. I concludedthat I would need to understand not only the colleges but also their communities,however defined. Seven sites (i.e., colleges) made up the multiple cases, and the use of morethan one site permitted comparisons and offered additional possibilities for generalizationand even theory construction. The formal aspect of the investigation began in April of 1996. The investigative strategy was to study multiple sites in depth throughinterviews and informal conversations with college personnel and students, through the review and analysis ofinstitutional and government documents, and through observations. Ultimately, seven colleges were selected with the assumption that at least onecollege might drop out after the investigation began. In this event, there would be at leastsix colleges. Four to eight is a reasonable number of sites for multi-case studyresearch." Given 4 3 the duration of the study, a loss of at least onecollege was a prudent assumption. Nonetheless, all seven colleges remained as study sites:three U.S. and four Canadian colleges. A group of researchers undertook sitevisitsfrom three to five investigators at one site at the same time. The use of a group approach notonly assisted in data collection but also in analysis during collection. The multipleviewpoints, the discussion of individual on- site observations, and the confirming and disconfirmingof preliminary hunches all contributed to a richer and more accurate understandingof the site.' The study of multiple sites was augmented by thecollection and analysis of other related data. These data included state/provincelegislation, policy, and higher education, labor, and finance reports. Also included were national(U. S. and Canada) federal policies and policy reports. Other government agencydocuments (local or regional) on the economy, labor markets, orpopulation demographics were collected and reviewed. In addition to existing public documents, eachcollege was surveyed and asked to provide quantitative information on budgets, students, programs,and graduate employment placements. This survey was intended to provide acomparative guide for the sites as well as a quantitative measureagainst which qualitative assessments could be comparedwithin sites. This not only provided for a validity check but alsoenhanced the investigators' understanding of participant perceptions. The multi-site investigation was both cross-sectionaland longitudinal. The first site visit, lasting between four and five days, was onthe one hand an
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