Community College Models Rosalind Latiner Raby • Edward J. Valeau Editors Community College Models Globalization and Higher Education Reform Editors Rosalind Latiner Raby Edward J. Valeau California State University Senior Partner, Education Leadership Search Northridge, CA President Emeritus, Hartnell Community College USA President Emeritus, California Colleges for International Education Hayward, California USA ISBN 978-1-4020-9476-7 e-ISBN 978-1-4020-9477-4 Library of Congress Control Number: 2009920579 © 2009 Springer Science + Business Media B.V. No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper springer.com This book is dedicated to our families for their continued strength and conviction to believe in a project of this magnitude. In particular, we want to thank our spouses, Ronald S. Raby and Vera C. Valeau for their patience and support during this long process. They have given so much and we love them dearly. We also want to dedicate this book to a pioneer in the field of community colleges, David Wilson. His inspiration and vision is seen throughout this book. Foreword George R. Boggs and Judith Irwin Although community colleges in the United States are increasingly seen as a model that other countries can emulate to train a more skilled work force, Americans are aware of the need to seek knowledge and expertise from other higher education institution models – community college, technical and further education – around the world. All systems are struggling with the complexities involved to successfully educate students to be globally competent citizens in today’s world economies. Globalization, a challenging theme for many commu- nity colleges in America, is now seen as essential to a nation’s competitiveness and its societal standard of living. Readers of this book are exposed to a variety of themes that are relevant both in the United States and abroad. Chapters focus on economic models to help local and national economies develop strong workforce training and preparation, humanitarian models to bring about social mobility, peace transformative models to help institu- tions expand and keep up with societal needs, and newly created models that respond to the educational and training needs of a constantly changing world. Forward-thinking leaders committed to higher education reform, recognize how commonplace it is to have problems that never seem to be fully resolved. Through studying different models and focusing on the functions and tactics applied by other systems, individual practices can be improved and enhanced. This sharing of infor- mation will help broaden partnerships and networks between the United States and higher education institutions in other countries as well as with the private sector and foundations; highlight and expand emerging and innovative approaches to teaching, training, technology transfer, and human development; and develop strategies to establish innovative and lasting higher education relationships for international development in areas that support innovation and economic growth. For many decades, the United States has been the most competitive force in the world and the leader in higher education developments based on its investments in technology and innovation, our capital structure, and democratic institutions. Throughout the past decade, other countries have been following the United States, while at the same time becoming more innovative to solve their own crises. This has led to broader understanding, recognition, and respect of each others’ accomplishments. vii viii Foreword This publication does not feature every country with a 2-year system. However, providing an overview of several diverse models, theories, and solutions enables policymakers and educators in several countries to determine what works for them based on their own political and government structure. There is no one universal solution, thus each country is aware of what works for their society and creatively adapts its model based on individual needs and realistic possibilities. As the world becomes flatter, the similarities and connections will parallel each other and like- nesses will outweigh differences. The book editors and chapter writers hope their contributions will inspire educational leaders, practitioners, and innovators around the world to engage and learn from each other – leading to improved and enhanced training and education programs to ensure that all graduates can work and compete in the twenty-first century identified by a “flat world”. This book appears at a time of great signifi- cance to the community colleges. Domestically, changing philosophies are support- ing dynamic programs and policies that internationalize the college and the local communities in which they are located. Internationally, the process of globalization continues to propel this institution to its present status as a leading postsecondary institutional type. Cross-nationally, organizations, such as the World Federation of Colleges and Polytechnics and the International Association of Community and Further Education Colleges, are recognizing the need for continued dialogue and advocacy. This book sends a clear message to the American and indeed to the inter- national educated community that illuminates the reality of community college models and their role in contemporary society. George R, Boggs is the President and CEO of the American Association of Community Colleges (AACC), an organization which is the Voice of America’s Community Colleges. Judith Irwin is the Director of International Programs and Services of the American Association of Community Colleges (AACC). Preface Rosalind Latiner Raby and Edward J. Valeau, Coeditors Increasingly, students worldwide are seeking postsecondary education to acquire new skill sets and credentials. The strain on traditional 4-year universities is being addressed by an explosion of community college models that provide educational opportunities and alternative pathways for students who do not fit the traditional higher educational profile and are often excluded from getting such education. In 1993, Kintzer noted that there were over 180 nonuniversities, many of which were modeled on US community colleges (Kintzer, 1993, p. 4). Today, nearly every country has or is envisioning a community college model. Flexibility of curriculum and a mission to serve local populations define community college models and yet, it is the direct connection to individuality that complicates cross-national compari- sons. Even the names given to these institutions vary. To advance communication, the term community college model represents all the key elements, and therefore is used throughout this text. Publications on community college models are few (Raby and Tarrow, 1996; Romano, 2002; Levin, 2001; Elsner, 2008), and as such, a comprehensive examina- tion is timely and relevant. This book presents empirical case studies that are cross- disciplinary and that provide defined strategies for effective and pragmatic policy planning and reform at local, regional, and national levels. Five themes circumvent the book which defines community college models as a purveyor of academic, philosophical, economic, institutional, and community reforms. Academic reforms influence what is taught, how it is taught, and who provides accreditation. Curriculum match local needs as evidenced through adult instruction (Bagley and Rust), short-term programs (Punthumasen and Maki), experiential learning (Chen and Wang), vocational studies (Silva; Postiglione), reverse-transfer (Wilson), entrepreneurial education (DoBell and Ingle), SpLD (Edwards), and social action programs (DeBard and Rice). Changing pedagogy includes student- centered emphasis as seen in Senegal CUR (Gueye and Sene), Russian NPPT (Zamani-Gallaher and Gorlova), Tajikistan Aga Khan Project (Hamon), and China Migrant Centers (Li and Levin). Finally, administrative and governance reforms are detailed in staff and faculty leadership development (Frost; Hoare and Dellow), international student needs (Kusch et al.), national certification (Oliver et al.; Alphonse and Valeau), credentials (Tormala-Nita and Cijntje; Kamyab; Woodham ix x Preface and Morris), and shared curriculum and accreditation through international partner- ships (Hatton and Schroeder). Philosophical reforms link community college models to sociocultural and political reform. The concept of the “College for the People” is defined by Cohen and placed into a comparative focus by Raby, with specific examples in Vietnam (Lam and Vi), Scandinavia (Bagley and Rust), Thailand (Punthumasen and Maki), and Taiwan (Chen and Wang). Some chapters illustrate that even curriculum has a set goal to reduce conflict (Zamani-Gallaher and Gorlova), secure peace (DeBard and Rice), or advance Gross Domestic Happiness (Gandhi). Most importantly, chapters illustrate how philosophical goals are actually being met by equalizing access for specific student groups, such as giving access to those previously denied (Kamyab; Mpondi), lower income (Hoare and Dellow), special education (Edwards), second opportunities (Wilson), migrants (Li and Levin),