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This is to certify that the

dissertation entitled

A STUDY OF THE FUTURE DIRECTIONS
DF MICHIGAN"S COMMUNITY COLLEGES g: .
AS PERCEIVED BY THEIR PRESIDENTS

presented by

Mary D. Young

has been accepted towards fulfillment
of the requirements for

 

Ph.D. mgmemCOIlege and University
Administration

    

  

or professor

Maryle avis, Ph.D.

Date July 2Q, 1226

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Willis-9.1

 

 

 

A STUDY OF THE FUTURE DIRECTIONS
OF MICHIGAN'S
COMMUNITY COLLEGES
AS PERCEIVED BY

THEIR
PRESIDENTS

By

Mary D. Young

A DISSERTATION
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Education: College and University Administration

1 996

ABSTRACT

A STUDY OF THE FUTURE DIRECTIONS OF MICHIGAN'S
COMMUNITY COLLEGES AS PERCEIVED BY THEIR PRESIDENTS

By

Mary D. Young

The problem addressed in this study was as follows: What is the future role and
goals of Michigan's twenty eight community colleges during the next ten years
and beyond as perceived by their presidents. The presidents of these institution
were questioned because they are the key administrative officers and are in a
position to lead the community college in to the future.

The purpose was to identify possible future directions for the community
colleges in Michigan.

The methodology applied for this research was a mailed questionnaire. The
questionnaire was divided into three parts; Part One; the community college
president's background, Part Two; perceptions of the functions of the community
college both for the present and for the year 2005, goals, and potential obstacles
for the community colleges by having the presidents rank each issue as to the
importance of it to their institutions and Part Three dealt with demographics
including funding, student and faculty population for the present and the year
2005.

The research in Part One showed a very homogenous population in the
responding presidents in years of service in education and years of service to

the community college. The research in Part Two showed few trends, except that

Mary D. Young

the presidents expect the relationship of the community college and business and
industry will grow. The role in economic development is expected to be stronger
in the next ten years. The presidents in their responses supported the traditional
academic concerns and populations as a very importance tissue. Issues dealing
with nontraditional student populations and programming tended to be ranked
lower in most cases.

Part Three of the survey had limited responses. The funding formula is
expected to change with less funds from governmental sources and tuition
playing a stronger role in the formula. Most of the respondent expected a growth
in student and faculty population with both of those population becoming most
diversified.

This research shows the potential for additional studies in the area of
community colleges in Michigan. It, also, shows that the area of economic
development with business and industry will be very important as the community

college goes in to the twenty-first century.

Dedicated to those who helped make it possible with their love,
encouragement(nagging). help and various other means of support.

ACKNOWLEDGEMENTS

To SMC, to my family...you know that blood isn't everything, I love you all , you have
been my nock(s). The confidence of knowing that if something happen I would be
taken care of...l had a place to go. You offered support beyond consulting, typing,
reading and listening to my endless canying on about all of this, not Dr. Young,

S.G.A., but Dr. SMC...you do indeed know who you are.

To DEC, you were my strength...you always listened no matter how absurd, no
matter how feminine, no matter how crazy...mundane or whatever...you were
there...the most honest statement of my life I could NOT have done this wl out

you...| hope you know that I love you.

To TEB, you made feel like I was someone special, like I was the world and all
revolved around....l thank you for the time. I will cherish it forever and a day. I could

have not done it w! out the thought I was special, if only for a little while...

To Advisors and committee, especially Dr. Marylee Davis, E.S.G.A, to be sure ...I
was told I was "below average and would not be accepted" to another school...l
questioned ifthat school would not take me, " how could I ever get in to MSU", and
you questioned my questions and continued to do so for ten long years.."you like
me", and appreciated my "style" and knew I could do it...thanks for the time and

energy and the faith...

To Faculty, MSU and an occasionally staff member at WMU, Thanks...you taught

me much and reassured of the ability to team.

To Presidents who did respond, for the time and thought that this is a study of

importance to all of us in the community college community.

To my community, Niles, a great community, my friends, neighbors, church...the

scholarships, the whole that makes a place to live a home...

and finally, to family, to those who believed in me..and waited for me to find my own

and still thought it was important, though not traditional. To those of you who still

need to know that it is okay....l believe in you, too.

vi

List of Tables

List of Appendices

Chapter

I. Rationale for the Study
Introduction
The Problem
Purpose of the Study
Significance
Research Questions
Methodology
Assumptions
Limitations
Definitions of Terms
Organization of the Study
Summary

II. Review of related Literature
History of the Community College
Purpose of the Community College
Management and Administration in the Community College
Trend's of the 1990's
Looking to the Millennium

III. Design of the Study

Introduction

Research Design and Methodology

Population

Confidentiality

Design of Survey Instrument

Analysis of the Data
The Pilot

Data Collection and response Enhancement Techniques
Summary

vii

page

chocooocoximoam»

AA

17
19
28
32

42
42

46
47
48
49
51

IV. Presentation and Analysis of the Data

Overview of the Study 52
Review of Survey Research Method 53
Survey Results- Part One: the Community College Presidents 53
Part Two: Futures and Goals 57
Findings and Conclusions 78
Summary 81
Part Three: Demographics 82
Summary 86

V. Major Findings, Conclusions and Recommendations
Introduction 87
Overview of the Study 87
Findings and Conclusions 88
Recommendations for Further Research 92
Other Suggestions and Future Issues 93
Summary 96
Concluding Remarks 97
VI. Appendices 98
VII. References 150

viii

List of Tables page

Table 1- Educational Background of the Presidents 55
Table 1A- Years and Type of Experience of the Presidents 56
Table 2- Functions of the Community College 1995 59
Table 2A- Functions of the Community College 2005 60
Table 3- Instructional Goals for the Community College 63
Table 4- Administrative and Institutional Goals for the Community College 66
Table 5- Student Services Activities 67
Table 6- Community Programs 70
Table 7- Community and Business Services Activities for the

Community College 72
Table 8- Potential Obstacles for the Community College 74
Table 9- Funding for the Community College- Millage 83
Table 9A- Funding for the Community College-State Aid 84
Table 93- Funding for the Community College- State Grants 85
Table 90- Funding for the Community College- Direct Federal Aid 126
Table 90- Funding for the Community College- In Direct Federal Aid 127
Table 9E- Funding for the Community College- Tuition- In District 128
Table 9F- Funding for the Community College- Tuition- Out District 129
Table 96- Funding for the Community College- Tuition-

Out State and lntemational 130
Table 9H- Funding for the Community College- Miscellaneous 131
Table 9I- Funding for the Community College- Other 132
Table 10- Number of Full Time Faculty at the Community Colleges 133
Table 10A-Number of Part Time Faculty at the Community Colleges 135
Table 1OB-Educational Background of Full Time Faculty at the

Community Colleges 137
Table 10C- Age of Full Time Faculty at the Community College 138
Table 10D- Age of Part Time Faculty at the Community College 139
Table 10E- Race of Full Time Faculty at the Community College 139
Table 10F- Race of Part Time Faculty at the Community College 140
Table 1OG-Work Experience of Full Time Faculty at the Community College 141
Table 11- Number of Full Time Students at the Community College 142
Table 11A-Number of Part Time Students at the Community College 144
Table 11B-Age of Full Time Students at the Community College 145
Table 11C-Age of Part Time Students at the Community College 146
Table 11D-Race of Full Time Students at the Community College 147
Table 11E-Race of Part Time Students at the Community College 148

List of Appendices page

A. List and Map of Michigan's Community Colleges 98
B. Original Research Approval 100
C. Sample Cover Letter 101
D. Letter from the executive Director of the

Michigan Community College Association 102
E. Instruction for the Survey

Statement of Confidentiality 103
F. Definitions of the Functional Areas of the Community College 105
6. Copy of the Survey 109
H. Statistics for Table 1- Years of Experiences for the

Community College Presidents 123
I. Comments on Tables from reporting Community College Presidents 124
J. Tables 90, 9D, 9E, 9F, 96, 9H and 9| 127
K. Tables 10, 10A, 10B, 10C, 100, 10E, 10F and 106 134

L.Tables11,11A,11B,11C,11Dand11E 143

"The term "community" should be defined not only as a "region to be served, but as
a climate to be created."

B H in mm ni i

The American Association

of Junior and Community Colleges
1988,pgii

xi

W911

Education "is the intentional teaching of the knowledge, skills and attitudes,
values, and norms, considered necessary to function in various widely
recognized statuses in a society. It is a part of the broader process of
socialization that all people experience as they grow up to be human, as this is
defined by their society. But, education, unlike other aspects of socialization, is
always deliberate and conscious."1

Education has been part of the human experience throughout history. The
"nature of education in Egypt and Sumer as early as the 3rd millennium BC is
known from archaeological evidence."2 "The Romans adopted the Greek system
of education and spread it through Western Europe....ln the Middle Ages,
Charlemagne monastic schools taught the 'seven liberal arts': grammar, logic,
rhetoric, arithmetic, geometry, music, and astronomy."3 Education in Europe will
lay the foundation for education in the United States.

"In the British colonies in North America, the curricula of the earliest schools

 

1. Betty Yorburg, Sgciglggigal Reality: A Brief
Intrgdggtign, Duskin Publishing Group, Inc. 1995

2. Academic American Engyglggedia. firglier's
gngygigpegia, via Compuserve, "Ancient Education", 1995.

. 3W. via Compuserve, "History of
Education", 1995.

2

centered on religion. In 1642 the colony of Massachusetts passed a statute
requiring that children be taught to read, a skill necessary to the understanding
of the Bible. In 1647 a statute was passed stating that every community must
establish a primary school.

The earliest colleges found in British North America were Harvard(1636),
WIlliam and Mary(1693), and Yale(1701). Early American collegians studied
grammar, logic, ethics, rhetoric, geometry, arithmetic, ancient history, Gmek,
Latin, and Hebrew."4 These subjects were not a great difference from their
counterparts of many centuries before mem. Education progressed in much the
same fashion for the next two centuries. Most of the universities continued to be
private institutions.

"The Merrill Act of 1862 greatly broadened the base of higher education.
The land grant institutions created by the Act taught students and subjects
previously excluded from higher education, giving credence to the concept of the
"people's college, a term widely used later to describe community colleges.
"These institutions were the first to do battle over "practical" versus " liberal"
education, who should go to college, and what course and programs should
legitimately be included as a part of higher education, paving the way for similar

debates later waged by community colleges."5

 

4‘ .e‘mi ‘ - ' . n "ee‘ei. reli‘r En lee-oi. Via

Compuserve, "EarlyModern Period, 1400- 1800", 1995

5George B. Vaughan, Th ommuni lie in Am ri
AACJC, 1985, pg 3

3

"The development of the community colleges should be placed in the context
of the growth of all higher education in the twentieth century. As secondary
school enrollment expanded rapidly in the early 1900s, the demand for access to
college grew apace." The states looked for ways to expand accessibility,
increasing the size of universities was one method. Another major reason for the
community college "is that several prominent nineteenth- and earty twentieth
century educators wanted the universities to abandon their freshman and
sophomore classes and relegate the function of teaching adolescents to a new
set of institutions, to be called junior colleges. Proposals that the junior college
should relieve the university of the burden of providing general education for
young people were made in 1851 by Henry Tappan, president of the University of
Michigan."7

"Community colleges develomd also as an upward extension of secondary
schools....ln 1884 John W. Burgess, a professor at Columbia College
recommended that the high schools add two or three years to their curriculum to
prepare students for work at the university. William Rainey Harper also proposed
that high schools extend their programs into the collegiate level....ln his view the
junior college would do more than prepare young people for college; it would also

train for " the vocations occupying the middle ground between those of the artisan

 

iArthur M. Cohen and Florence B. Brawer, The Amerigan

Commun;1y_gollegeL Jossey—Bass Publishers, 2nd edition,
1989, pg 5

7Cohen pg 6

type and the professions."8

Many states did, indeed, follow the advanced secondary school method. A
"1907 California law authorizing secondary school boards to offer postgraduate
courses "which shall approximate the studies prescribed in the first two years of
university courses," together with several subsequent amendments, served as a
model for enabling legislation in numerous states."9 The beginning of community
colleges in other states would soon follow. Michigan would pass legislation in
1917, with Grand Rapids Junior College already opened as a beder school to the
University of Michigan in 1914.10

Michigan currently has twenty- nine community colleges.11

"Michigan's community colleges are comprehensive secondary institutions with
the following programs:
1.0ccupational Education-single course, one year certificate and two year
associate degree programs intended to provide students with the knowledge and
skills needed for employment and career development or which provide students
with occupational courses which are part of a program to be continued at a four

year college or university.

2.General and Transfer Education- course in academic disciplines which are
transferable to four year colleges and universities, general education course

 

8Cohen, pg 7

9Cohen, pg. 14

mMiehigen'e Cemmenity gellegee, Michigan Community
College Association, 1985, pg.2

HGovernor John Engler vetoed funding for Highland Park
Community College on June 30, 1995, in the amount of $6.2
million. The loss of this funding did end HPCC as a

Community college.l§egth Bend Trihene, July 2, 1995, pg. C3)

5

which complement occupational education programs, and courses which enhance
the personal growth of the students.

3.Continuing Education and Community Services- courses and activities of
varying lengths which are tailored to meet the educational needs of specific
community or employee groups and scheduled at times and places convenient to
the groups involved.

4. Developmental Education— courses for those who wish to strengthen their
basic writing, reading, math, or study skills.

5. Students Services-supportive services such as admissions, counseling,
orientation, assistance in selecting college programs and courses, personal
counseling, financial aid planning, career counseling, and job placement.

6. Community Development- educational activities that enhance the economic,
cultural, intellectual, and social life of the community and maintain continuous
contact with employers, advisory committees, community agencies, and other
community groups to ensure that the college remains attuned to the community's
education needs." ‘2

The community colleges must look to the future. The history of the community
colleges is very brief when compared to their four year counter parts. The reason
for the creation of community colleges was based on the need for change. "Just
as historians like to play with the past, educators enjoy speculating on the way
the future will affect their institutions. It is tempting to believe that the future is
manageable, that an institution can be set on a course that ensures its efficiency,

relevance, and importance for the community it will serve."13

 

”Michigan's Cemmgnity Celleges, Michigan Community
College Association, 1985, pg.2

”Arthur M. Cohen and Florence B. Brawer, 1he_Amerigeg

Cemmggity Cellege, Jossey-Bass Publishers, 2nd Edition,
1989, pg. 365

1111mm

Simply stated the problem addressed in this study is as follows: What is the
future role and goals of the Michigan's community colleges during the next ten
years and beyond as perceived by their presidents . The president are the key
administrative officers and they are in the position to lead the community college
into the future.

Their perception is vital to the direction each community college will take. This

study will show their ideas for that direction.

mm

The purpose of this research was to identify possible future directions for
community colleges, as perceived by the presidents in Michigan so that
presidents and institutions can plan with new insights and directions. A second
purpose was to provide an opportunity for the sharing of ideas among

presidents as to the futures of the community colleges in their service areas.

Signifirance

The State of Michigan has demonstrated leadership in the area of education in
all areas. As stated earlier, Michigan was one of the first states to adopt
legislation to make community colleges part of its educational system and
continued study of the community college system will benefit those who use it.

This study was important because it investigated the perceived views of college

7

presidents and what they believe the role and direction of the community
college will be in the next ten years. For future planning purposes, it also
demonstrated, the value of the community colleges in the respective service
areas and the changes community college are expected to go through in their
second century of growth and development, it shows what the twenty nine

colleges have in common and what their differences are.

W

The research questions for this study focused on current trends for each
community college and the perceived role for the future. The areas addressed
were: various areas of programming in the service areas, student population,
staff and faculty trends, and funding sources. The research questions included:
1. How do community college presidents perceive the role of the community
college in the next ten years?
2. What direction do the community college presidents believe the community
college will take in the areas of Instructional Goals, Administrative and
Institutional Goals, Student Services, Community Programs, and Community and
Business Services Activities?
3. What do the community college presidents believe are potential obstacles to or

for community colleges in the next ten years ?

mummies!
Data for this research was gathered by using a survey instrument which was

distributed to the presidents of the twenty- nine community colleges in the State
of Michigan and the Executive Director of the Michigan Community College
Association.( See Appendix A) The instrument was divided into three parts; a
questionnaire mgarding education and work history of the president, a section for
the president to rate the futures and potential obstacles of the community
colleges and a section dealing with the demographics; current and projection for
the next ten years. (See Appendix G)

Assumptions
There are factors in any research that must be assumed to produce results.

This study was no exception. The assumptions are listed below:

1. The presidents will be interested in the results of this research and therefore
will and fully participate.

2. Each institution has been involved in long range planning and therefore most
of information will be readily available to the participants.

3. Statistical information regarding enrollment, funding, staff and faculty, etc, will
be readily accessible.

4. The presidents will recognize the importance of the study as a tool to enhance

long range planning for community colleges in Michigan.

I . 'l I'
This study was limited in its scope. The methodology could be applied to any
state, with a community college system but the results are only applicable in the
state of Michigan. The survey was only sent to community college presidents
which would have been limiting if some choose not to respond to the instrument.
The nature of this study was subjective and qualitative, rather than objective and

quantitative, which will limit statistical application of the study.

[J [i 'l' I I
The following definitions are presented for clarity and understanding to the
thesis text. The terms here are use for the community college perspective. They

will not hold the same meaning for all areas of education.

 

AACJC, represents a network of 1,200 community, technical and junior colleges
that serve the broad public interest by providing access to quality higher
education for millions of individuals. A primary function of AACJC is to help
identify public interest challenges and assist member colleges in responding to
them. It was founded in 1920 as the American Association of Junior Colleges.
The Association name was changed in 1972"“

W— the Michigan State Constitution, Article VIII, Section 7 of

1963 states supervision and control should be by a nonpartisan locally elected

 

MAA r h' Dir , AACJC. 1993, pg.xi

10

board. The Michigan Community College Act of 1966(as amended) stipulates that
the Board of Trustees has the authority and responsibility to promulgate rules for
the proper establishment, maintenance, management and administration of the
College.

"W— a report by the AACJC on the futures of community
colleges( 1988).

Cgmmunjty; a "grouping of residents by villages, subdivision, neighborhood,
school attendance area, of a size that allows for interaction, involvement, and

two way communication."15

Wm network of the twenty-nine public two year colleges
in Michigan as defined by the Michigan State Constitution, Article VIII, Section
7(1963). " Any institution accredited to award the Associate in Arts or the
Associate in Science as its highest degree."16

mm- "a process that achieves a balance and a use of
institutional forces in the education of all people of a community; including high
school completion, adult basic education, leisure (enrichment) classes,

recreational activities, senior citizens' programs and adult vocational training

 

15.11ene G. Sheffer, Ed. D.,A Delphi Stgey Le Identify
Fe 50,- __‘ e. e 1' e - ion in Mi h'o.n a

Dissertation for the degree of Ed.D. Western Michigan
University, 1979, pg 8

@Arthur M. Cohen and Florence B. Brawer, Ihe Amegieen

Community_§ellege, Jossey- Bass Publishers, 2nd Edition,
1989, pg. 5

1 1
programs among others."17 "It may be provided on campus, off-campus or
through the radio, television or the newspapers. It may center on education or
recreation, on programs for personal interest or for the good of the entire
community."18

courses designed to teach literacy,

 

basic courses: wading, writing, math and study skills.
Emme- a time that is to come.

Imm- the potential effect an event or trend will have on future
programming.

Millennium a span of one thousand years, next beginning with the year 2001
AD.

QDQDAM all who apply are admitted to an institution. Admission
does

admission to all course work or programs.

President- the chief executive officer of the community college. "The
president carries out general administrative duties and has periodic meetings
with the Board and with the heads of state agencies. To a lesser extent the

president makes decisions on faculty recruitment and selection; conducts public

"Ilene G. Sheffer, Ed.D. 1 h' n if
' r ' E i n 'n Mi h' , a
Dissertation for the degree of Ed.D. Western Michigan
University, 1979, pg 9

I8Arthur M. Cohen and Florence B. Brawer, Ihe American
. ' , Jossey- Bass Publishers, 2nd Edition,
1989, pg. 256

12

relations activities; coordinates the college programs with programs of other
institutions and community group...and fund raising."19
m- the community served by the community college.
W "educational andlor recreational activities
for adults 60 years or older. Offerings that may include participation in health
seminars, fine arts, field trips and various study groups.20
Wstudies not applicable to a baccalaureate
degree, but designed to lead directly to employment.

Chapter One introduces a brief historical background of the educational
system and its impact on the development of the community colleges. It also
looks at the foundation of the community college and its goals for the State of
Michigan. In Chapter One, the purpose of the study, significance of the study,
research questions, methodology, research assumptions and limitations are also
presented. The first chapter includes a definition of terms.

Chapter Two presents a review of related literature pertaining to the
development of the community college in the United States and more specifically
the State of Michigan. Chapter Two also addressed cunent issues for the

 

”Cohen, pg. 114

2”Ilene G. Sheffer, Ed.D.,A Delphi Study Le Igentify _
Eeeeible Eyiuree Qf Cemmenity Edeeetien ig Michigan, a

. Dissertation for the degree of Ed.D., Western Michigan
University, 1979, pg 10

13

community college and literature relating to futures of community colleges. Other
studies of the futures of community colleges throughout the United States are
reviewed.

Chapter Three presents the rationale for and description of the methods
and procedures used for the gathering of the data for this research project. The
instrument is provided as well in the appendix

Chapter Four presents the results of the research. It includes the raw data,
and discussion of significant data.

Chapter Five summarizes the research, present recommendations based

on the data and presents suggestions for future research.

Summary
In this chapter the researcher discussed the background of the community

college in the State of Michigan. This chapter gives a foundation for the total
study and its environment by discussing the scope and methods of the study. The
community college is a vital area of the educational system in America and its

future roles are equally important as this study will show.

14
h r Tw

i m n' I
In order to examine the role and potential of the community college in its

service area in the future, it is important to review the history of the junior and
community colleges, their management and leadership perspectives. Community
colleges are basically a product of the twentieth century. William Rainey Harper is
considered the "father" of the junior college. "Mr. Harper became the president of
the University of Chicago in 1891. He established a junior college at the
University of Chieago, and successfully advocated that weak four year colleges
drop the last two years and become junior colleges."1

In Joliet, Illinois, there were two years added to the high school in 1901, and it
is believed to be the oldest existing junior college in the nation. In, 1907,
California was the first state to pass legislation dealing with these types of
institutions. It was that state's senator, Anthony Caminetti, who introduced the
legislation, that "authorizing secondary school boards to offer postgraduate
course "which shall approximate the studies prescribed in the first two years of

university courses," together with several subsequent amendments, served as a

 

1.Arthur Cohen and Florence Brawer, The Amerieen

Cemmunizy Ceiiege, Jossey Bass Publisher, 2nd Edition, 1989,
pg 14

1 5
model for enabling legislation in numerous states”; however, no funding was
included in me package.

In Michigan, Grand Rapids Junior College, now Grand Rapids Community
College- 1991, opened its doors in "1914, as part of the Grand Rapids Public
School District as a "feeder school" to the University of Michigan, Ann Arbor."3 "In
1917, California passed another piece of legislation providing state and county
support forjunior college students in the same manner as high school students.
Also in 1917, a Kansas law allowed local elections to establish junior colleges and
to cmate special taxing districts to support them. Michigan's authorizing
legislation was passed that same year. In, 1921, California provided legislation
that allowed for the organization of independent junior college districts with their
own boards, budgets and operating procedures."4 Local management of junior
colleges began at this point Many states, including Michigan, soon followed this
lead.

There were a "reported twenty junior colleges in 1909 and one hundred
seventy, ten years later. By 1922, thirty-seven of the forty eight states had junior
colleges in them, all this within twenty years of their founding. In that same years,

the total enrollment was around one hundred fifty students in the public colleges

 

é Cohen, pg 15

3. Editors, Miehigeg'e Qemmenity Ceileges, Michigan
Community College Association, 1985, pg 16

4 George Vaughan, Ihe gemmynify Cellege in Ameriee; A
She;;_fiie;eryL AACJC, National Center for Higher Education,

3rd printing, 1985, pg 4

1 6
and sixty in private.""’

"By 1930, there were four hundred fifty junior colleges, located in all but
five states. Total enrollment was about seventy thousand, an average of about
one hundred sixty students per institution. By 1940 there were about six hundred
ten colleges, still small averaging about four hundred students each."8

The name "junior college" remained through the 1940's, then the name began
to change to community college, which also broadened the responsibility of the
schools. The advent of the community college as a neighborhood institution did
more to open higher education to broader segments of the population than its
policy of open door enrollment; allowing all students regardless of previous
academic achievement to attend. "Throughout the nation, in city after city, as
community colleges opened their doors, the percentage of students beginning
college expanded dramatically. During the 1950s and 1960s, whenever a
community college was established in a locale where there had been no publicly
supported college, the proportion of high school graduates in that area who
began college increased by as much as fifty percent(50%)".7

By 1960, there were "about four hundred public community colleges in the

United States, enrolling a little over three quarters of a million students. In the

 

5 Arthur M. Cohen and Florence B. Brawer The American
Cemmunity College, Jossey— Bass Publisher, 2nd Edition,
1989, pg 10

6 Cohen, pg 10

S'ICohen, pg 12

17

decade that followed, enrollment grew sixfold and new community colleges
opened at the rate of about one a week."8

Between 1965 and 1975, "total enrollment at community, technical and junior
colleges grew by two hundred forty percent. Today, these colleges enroll
approximately forty-three percent of the nation's undergraduates and fifty one
percent of all first time entering freshman at over twelve hundred and ninety

community, technical and junior colleges."9

WW
Community colleges are two year institutions of higher learning. The purpose
of the community colleges is different than its four year counterparts. There are
five fundamental characteristics which make community colleges unique.
"1' hose characteristics are:

1. Democratic low tuition and other costs, open door policies for
admission, geographically and socially accessible.

2. Comprehensive- a wide range of students with widely varying abilities,
aptitudes and interests; comprehensive curriculum to meet the broad
needs of students.

3. Community centered— locally supported and controlled; local resources
utilized for educational purposes; community services improving the general level
of the community.

4. Dedicated to life long Ieaming- educational programs for individuals of all
ages and educational needs.

 

8.Cohen, pg 13

9.Editors, Building Communitiee, AACJC, 1988, pg 5

18

5. Adaptable- the individual differences among students differences in
communities and the changing needs of society."10

"From the very first, these institutions, often called the "people's colleges" have
stirred an egalitarian zeal among their members. The open door policy has been
pursued with an intensity and dedication comparable to the Populist, the Civil
Rights, and the Feminist crusades. While more elitist institutions may define
excellence as exclusion, community colleges have sought excellence in the
service of many. While traditional institutions too often have been isolated
islands, community colleges have built connections beyond the campus."11 It is
these connection that have made the community colbges and is critical to
purpose of the colleges.

"Community colleges provide low cost, near home, open door education- not
just for the brightest and the best, but also for the generation of disadvantaged
but determined Americans. Most two year schools respond sensitivity to their
students' varied experience of oft hidden potential, teaching skills and knowledge
that allows individuals to grow, change, and adapt. Peeple and their needs come

first".12

 

10.C1yde Blocker, Robert Plummer and Richard C.
Richardson Jr., h w 1 ° A o rc n hesi ,
Prentice- Hall Inc., 1965, pg 21

11. Editors, Bdiiding Qdmmunities, AACJC, 1988, Pg 5

12. A. Wesley Rowland, Editor, Handbook ef Institdtidnal
Adxandemeagy Jossey— Bass Publisher, 2nd Edition, 1986,
pg 706

1 9
n mi ' ' in C mm n’ C I

Management and administration in community colleges, like the institutions
themselves have been constantly changing. Community colleges have had two
periods of growth; the first wave in the 1920's and the next period in the 1960's.

The mission of the community colleges has stayed basically the same
throughout each period of growth; to serve the community, and provide for those
that otherwise might not receive or be able to obtain a higher education- open
enrollment-"from womb to tomb...or cradle to grave".‘3

The first period in the early twentieth century will be examined; including the
development and type of management, the growth period of the sixties, its
management style will be explained and then a look to the future leadership of
the community colleges.

The thoughts of Mr. Harper and others were that the junior college should be
post high school rather than part of higher education. That is how the term junior
college came into use and development in California and Illinois.

This idea was expressed clearly by President Richard H. Jesse of the
University of Missouri in 1896, when he referred to the first two years of college
as an extension of the secondary school years. "In the secondary period and at
the freshman and sephomore years of college, not only are the students

identical but the character of the teaching is the same, WM

 

’ 13. source unknown, a popular phrase used to describe the
community college.

20
1931, pg 38".“ Until 1912, these first ( or last two) were labeled post graduate

courses.

In the early years of the movement, private junior colleges out numbered the
public schools. For example in "1915-16, of the seventy four schools listed, fifty
five were private and nineteen were public." ‘5

Concerned parents and local civic leaders had the support of powerful
governmental commissions and educational organizations which made
recommendations and supported legislation on behalf of the local community
colleges movement. In general, the arguments of these public and private bodies
included three claims about the community college :"1.) national income
increases in proportion to the increase in educational investments; 2.) the
national security is made more secure from the ravages of illiterate, uneducated
citizens who might be inclined to be disruptive to the public welfare; and 3.) the
pursuit of freedom for the individual and the promise of the good life can best be
secured by extending secondary educational opportunities".‘° The above
arguments are exactly the same argument used in "support of free elementary

schools in the 1830's and 1840's and for the public high schools in the period

 

14.Charles R. Monroe, Pr ' of h o n't o 1 ,
Jossey- Bass Inc., 1972, pg 83

15. Monroe, pg 13.
16. Clyde Blocker, Robert Plummer, Richard C. Richardson

Jr.,ihe de lea; Celiege; A Edeiai Syniheeie, Prentice
Hall, Inc.,1965, pg 19

21
from 1870 to 1900." 17.

The two year college might be "considered an historical accident growing out
of a struggle between conservative thought and liberal thought during the first half
of the twentieth century. University leadership appealed to an older educational
tradition, the German ideal, which held in higher esteem than the younger four
year American college pattern. This concept, envisioning the highly specialmd
education of an intellectual elite did not entirely succeed because it ran counter to
previous tradition and custom.

Liberal thinking insist that public education be expanded to provide equal
opportunities for all. This ideal was the driving force behind the creation of public
elementary and secondary schools. "It also stimulated the response of the
secondary schools to extend their work beyond the fourth year in response to the
demands of the universities for students of higher quality. The continued
expansion of secondary education into the thirteenth and fourteenth years was
not universally accepted in all sections of the country or by all segment of the
educational community."18 Fortunately for the State of Michigan and its students
the community college movement was readily accepted.

The creation of the community college management system followed the style
of the local school district. Legal procedures for the established of the community
college came from the California law of 1907: "The Board of Tmstee of any city

¥

17.Blocker, pg 32

18. Blocker, pg 18

22
district, union, joint union, or county high school may prescribe post graduate
courses of study for the graduate of such high schools...which courses of study
shall approximate the studies prescribed in the first two years of university
courses. The Board of Trustee of any city district, union, joint union, or county
high school wherein the postgraduate course of study are taught may charge
tuition for people living without the boundaries of the district wherein such course
are taught."19
The criteria for the establishment of the community college continued to
develop and expand, and by 1929 the following conditions were considered
essential for the successful organization and operation of such colleges:
"1.) An enrollment of at least 150 students.

2.) A high school enrolment of at least 900 students.

3.) A district p0pulation of at least 17, 000.

4.) An assessed valuation of at least $30 million.

5.) A minimum of 50%( or at least $30, 000) of the cost of

operation supplied by the local district
6.) A minimum of a two mill levy on an assessed valuation of $15
million.
7.) A per student cost of at least $900.00."20
The community college movement grew fast and its mission and philosophy.

Management followed the tradition of the Board of Trusme appointing the
president. The literature from this period concerning actual management styles

and outcome is limited if not nonexistent. The only sure fact is that the

management by these earfy leaders allowed the community colleges not only to

 

19. Blocker, pg 80

20.Blocker, pg 80

23

survive but prosper and expand into the late twentieth century.

The next area of development for the community college is in the 1960's.
Indeed, the college movement was not one of start, stop, start, but the sixties
were a more organized movement from the beginnings.

The criteria mentioned eanier for the establishment of a community college in
the late twenties is now very different for the sixties. The criteria was now applied
on the state level include:

"1) General legislative authorization of two year colleges.

2) Local actions by petition, election, or action by local board of
control.

3) Approved by a state agency.

4) A minimum assessed valuation considered adequate for sound
fiscal support of the college.

5) A minimum population of school age children.

6) A minimum total population of the district.

7) A state or local survey to demonstrate the need for the
college.

8) A minimum potential college enrollment within a specified number
of years after the establishment of the college.

9) Types of educational programs will be offemd.

10) Availability and adequacy of physical facilities.

11) Compliance with state operating policies.

12) Proximity of other institutions."21

In Michigan, the school board of any first, second, or third class school
district, or any special act district, or any district having a population of more than
10, 000 mn establish a community college giving the first two years of college

work The boards of two or more districts can form together to form a community

college. The Board of Education of an intermediate school district can submit

 

21. Blocker, pg 80

24
the question of forming a junior college to the voters of the district. (Michigan
Public Act 19, 1965)

Community colleges in Michigan are supported by local property taxation,
grants from the general state treasury, special grants-in-aid from the federal
government and tuition.

"T he establishment of the community colleges with locally controlled boards is
normally approved by a referendum of the voters in the community college
district."22 Normally, at the establishment, a slate of citizens run for positions on
the Board of Trustees(the Board).

The Board "operates within the limits which are prescribed in the state
constitution and community college legislation which are administered by the
state community college agencies. Legally, "the Boards are public corporation in
which a group of individuals are empowered by statute to act as one person. this
artificial person has his powers specified in the act of the corporation. The powers

of a corporation include the right to own property, to levy taxes, to sue and to be

 

22.Michigan State Constitution, Article VII,Section
7:”The legislature shall provide by law for the
establishment and financial support of public community
colleges which shall be supervised and controlled by locally
elected boards. The legislature shall provide by law for a
state board of education concerning general supervision and
planning for such colleges and requests for annual
appropriations for their support. The board shall consist of
eight members who shall hold office for a term of eight
years, not more than two of which shall expire in the same
year, and who shall be appointed by the state board of
education. Vacancies shall be filled in like manner. The
superintendent of public instruction shall be ex-officio a
member of this board without the right to vote." Effective
January 1, 1964

25
sued in the courts and to make all necessary rules for the govemance of the
college."23
The board members have the "responsibility as general overseer of the
college. The Board is responsible for how students are to be educated, the
mission, goals and objectives of the college, what programs are to be offered and
who the administrators and faculty will be. The principle control mechanism of the
Board is the budget. The budget controls size and programs. Another important
function of the is public relations and protection of the college."24
A major function of the Board is selection of staff members. The key person
is that of the president. It is the president who will do much to interpret board
policies to the public, the students and the faculty. It is the president who must
assume leadership for the development of means and programs for the execution
of the Board's policies. It is the president who will, also, be instrumental in the
critical planning for the future of the college.
Administration through this period show mat there are six important factors to
be considered:
"1) Social setting
2) Institutional setting

3) Administration and faculty
4) Objectives

23 Edmund J. Gleazer, Thie ie Lhe Commdniey College,
Houghton Mifflin Company, 1968, pg 43

24.Editors, Self-Sdey repert; Seufhweefera Miehigan
QQllede, Prepared for the Commission on Institutions of

_Higher Education of the North Central Association of
College and Schools, April 1991, pg 53

26

5) Controls
6) Processes"25

All of these factors must be considered in the management and leadership of
the community colleges. Four concepts of leadership which needs to be
understood by college administrator if the organization is to function effectively:

"1) there must be clear definition of institutional mission and role.
2) there must be clear embodiment of institutional purpose.
3) there must be effective defense of institutional integrity.
4) there must be effective ordering of internal conflict."26
The obpctive of the colleges are achieved through formal organization based
on the laws and regulations governing post high school education and the
principles of administration and group interaction. For the community college
organization and objectives comes from a variety of sources. These sources
include the board policy manual, the faculty handbook, the student handbook, the
college catalog and the organizational chart Laws require that all action by the
Board be recorded as well. These documents outline the organization and
responsibility of the Board, itself and describe the responsibility of administrative
officers and faculty members, personnel policies, financial policies and
procedures and policies governing student activities and behavior.

Administrative has been in the convention "line-staff organization". Even at this

time period, problems were seen with this type of management. The

25. Clyde Blocker, Robert Plummer, Richard C.

Richardson, Jr. 1 WW.
Prentice Hall, Inc., 1965 pg 172

26. Blocker, pg 173

27
administrative structure should be designed to achieve the educational purposes
of the institution.
"The functional levels of administration in the community college can be
shown in five levels:

Level 1: Board of Control
Goals: Policy Making

Level 2: CEO I President
Goals: Policy recommendations and administration
implementation

Level 3: Deans! Directors; Academic, Business, Student-personnel
Goals: Administration implementation

Level 4: Department Chairs, Specialized Personnel

Goals: Program implementation and services to faculty and

staff

Level 5: Teaching faculty, nonacademic staff

Goals: Direct program implementation

Here the role of the Board is confined to policy making and does not include

matters of administration. The recommendation and implementation of policy,
after approval by the Board, is the responsibility of the president, this would
include future policy as well. While administrators on level 3 are responsible for
the implementation and coordination of policies and procedures. Level 4 includes
those individual who direct and coordinate the work of the faculty and staff and
supply supporting services which required for quality teaching and leaming in the

classroom.”7

 

27.Blocker, pg 187

28

It was seen during this time period that, internally, community colleges had
not demonstrated outstanding leadership in the implementation of "'new' concepts
of administrative organization and functioning. College administrators were slow
to recognize that, as the roles of their college expand, both in terms of programs
and in the number of students served, administrative organization and
relationship must be adapted to new needs within their institutions. This might
have been the result of the conservative nature of the Boards, whose values and
attitudes are not necessary consistent with rapidly changing organizational,
economic and educational needs.

The relationship among the Boards, the administration and the faculty are
undergoing changes which will affect significamly the long term implication for the
two year colleges.

The sixties produced community colleges, the theories about the, mission
statements, goals and objectives concerning every aspect of the institutions.
Community colleges administrators now need to look forward. Some
administrators have stated that community colleges, as they enter into the

nineties, are experiencing a "mid-life crisis".

W

The American Association of Community and Junior Colleges(AACJC) has
been important part in the observation and leadership of community colleges. In
the Michigan, the Michigan Community College Association supports and
Observes the colleges in this state. In a report by the AACJC- Mag

29
Communities, it was stated that between 1965 and 1975, the total enrollment at

community, technical and junior colleges grew by 240 percent. By "1990, there
were 1200 two year schools, six million of the 13 million college students were at
the community colleges, which is forty-four percent of all college students in
higher education and nearly half of all undergraduates. The community college
enrolls more minority adults, low income and educationally underprepared
students than the four year schools. Sixty percent of Hispanic, American Indian
and forty percent of Black students are enrolled in community colleges. Women(3
million) account for fifty- five percent of community college enrollment. The
average age of the community colbge is twenty nine(29), with more than half of
students being twenty five plus. Nine percent of high school seniors with an "A"
average go to a community college."28 "Seventy percent of community college
students attend part-time. The largest age group is about nineteen."29 Public
community colleges in the United States offer "low cost education with the
average tuition fees for 1989-90 being $849 as compared to the private two year
schools being $4713 and public four year schools being $1694.”

"Building communities must begin at home. If, the college itself is not held

together by a large vision; if trustees, administrators, faculty and students are not

 

28. Judith Eaton, Elanning for Higher Edugetion, Volume
21, Number 1 Fall 1992, pg 2

29.Glen Gabert, "Community Colleges in the 19903", Phi
Lelia_fiennen Educeiional_£oundeiien. 1991. pg 22

 

‘ 30. Judith Eaton, Planning for Higher Education, Volume
21, Number 1, Fall 1992, pg 3

30

inspired by purposes that go beyond credits and credentials, the community
college will be unable to build effective networks of collaboration beyond the
campus. if the college itself is not a model community to others".31
Building communities requires creative leaders and the presidents are and
will be the key. The presidents must move beyond day to day operations. (S)he
must call upon the community of learning to affinn tradition, respond to
challenges and create inspiring vision for the future. "To do this, the president
must be able to collaborate, bring together various constituencies, build
consensus and encourage others within the college community(service areas) to
lead a well."32
The president can not do it alone. They need to include all members of their
service population; staff, faculty, students and community members. This
leadership is necessary in three broad domains: conceptual, political and
administrative/managerial. Each of these areas have changed dramatically with
each era of growth within the community colleges.
Scholars have long attempted to define and explain the term leadership, but
a complete understanding of the phenomenon eludes them all. In setting the
stage for an examination of leadership as it applies to the community college

president, Roueche, Baker and Rose define the terms, “Transformational leader"

 

31. Editors, Building Communitiefi, AACJC, 1988, pg 7
32.Builging ngmgnitieg, pg 41

31

as on who "transforms new vision into reality."33

The three domains mentioned earlier can provide the foundations for
leadership in today's community college. " The conceptional domain provides the
fundamental, rational, educational and social philosophical explanations of why
the community colbge movement makes sense. Leadership in the political
domain provides the legitimacy to the community college idea which for
widespread understanding and acceptance of it is essential to its having a broad
base of support. Leadership in the administrativel managerial domain is basic
because it provides direction at the point of institutional and organizational
operations!“

The president must work to broaden the leadership group to include all
areas of the institution, to move towards the concept of shared governance.
Presidents need to be coalition builders. here is a need to create new decision
making arrangement, to build trust and to strengthen community both on and off
campus.

Looking to the year 2000, the "Millennium", the W report
concludes that "community colleges presidents increasingly will need to be
coalition builders. They will need strong management skills, but they will, also,
need to inspire others. Community college leaders need vision and actions,

community college leadership must affirm the centrality of teaching and

 

33.S.V. Martorana, AAQQQ gggrngl, August/September 1989,
pg 42

34. Martorana, pg 44

32

continuously strengthen the college as a community of learning.”5

Without an infusion of the community college concept throughout the
institution and service areas and a use of it to demonstrate institutional
excellence, other less valid or totally invalid measures will be used and destroy
the concept. Community college leaders need to be especially sensitive to this
fact because of two intensifying trends. "One is the push towards assessment of
institution effectiveness for the purpose of accreditation, determining level of
financial support and other important policy decisions. The other practice of some
authorities in their work and writing of lumping community college cavalierly with
all sectors of higher or post secondary education without due mgard to their
uniqueness. It must be realized the importance of the community colleges to the

areas that they wrvice."36

| l' I ll M'll .
Looking to the twenty-first century in something that many community colleges

are doing. The Eastern lowa Community College District(ElCCD) worked on a
report entitled "WWZUWW

Believing that "planning for the future is a necessity instead of reacting to external

 

35. Editors, Building ngmnnities, AACJC, 1988, pg 41

36. Dale Parnell, "Futures of Community Colleges" ERIC
‘Document ED301242, pg 7

33
changes, the ElCCD wanted to be proactive, a designer of its on future."37 The
project was to give ElCCD a vision for the future and to arrive at a " shared

vision-one that the total institution would agree upon.

The purpose of the shared vision would be:
1. Focus on the institution
2. Foster commitment
3. Building communication
4. Reaffirmation of Mission and Beliefs.

The process of defining "shared vision" is a tremendous advantage to any
institution. It creates a consciousness of being a part of a total community, and
that the institution, and that the institution is impacted by the changing external
environment. instead of viewing changes as threats to the institution, they are
transformed into challenges and opportunities."38 This a valuable statement to
any institution in its future planning strategy.

The report list some of the functions of the community college of which
there are eleven:
Transfer and college parallel curricula
Occupational and career curricula
General education and critical literacy
Adult and continuing education

Technical updating and retraining
Developmental education, Adult Basic Eduwtion(ABE), High School

completion(HSC), Graduate Equivalency(GED)

9999»;

‘

37. John T. Blong, Chancellor, 292g; Visign; Tne ElCCD

Mes M213 mi. 1990, ERIC Document ED327249,
pg 4

38. Blong, pg 8

7. Student support Services

8. Student Activities

9. Economic development and programming for business and industry
10. Community services and development

11. High school programs and articulation"39

The definitions of these function are detailed in Appendix F.

According to a report by the Community College Consortium, sponsored

by the University of Michigan, University of Toledo and Michigan State
University(1992), " community college, like other sectors have been slow to
assess the implication of changing resource requirements in the decade ahead.
Consider the following:

* More than half of the full-time faculty members currently teaching in community
colleges are expected to retire or discontinue employment in the next ten years.

‘ As community colleges grow in size and complexity, administrators beneath the
president are becoming more specialized and less familiar with the general
leadership skills needed to relate their institutions to their communities.

'T he vast majority of faculty members and staff lack experience and expertise in
strategic management( planning, perlonnence assessment, environmental
scanning and forecasting).

*Full- time faculty accustomed to colbctive bargaining and a limited role in
campus governance have begun to detach themselves from the institution often
finding satisfaction in other areas of employment.

*Articulation agmements established between community colleges and some four
year colleges to facilitate students transfer have eroded thereby undercutting
opportunity for some students.

*Faculty and staff accustomed to enrollment success and cost advantages in
comparison to other sectors of higher education are beginning to lose touch with
important service markets.

'T he faculty and staff profiles in many community colleges(race, ethnicity and

 

39. Blong, pg 11

35
gender) are at odds with the demographic make-up of regional communities."40
Additional resources will change in the next ten years such as funds,
technology and perhaps students themselves. The community colleges will have
to deal with all of the changes that will come before them.

Predictions are something that many are willing to do. Most agree that the
community college is something that is here to stay. According to Glen Gabert in
his article entitled "Community Colleges in the 1990‘s", he gives some specific
pmdictions for the future;

"1. The student bodies of tomorrow will be even larger and more heterogenous
than those of today. Enrollments over the next ten years will increase more in
community colleges than in any other sector of US. higher education; and the
number of students in credit and not-for-credit programs in the 2000 will be at
least 20% higher than in 1990. The student body will be more diverse, and the
mean age will be higher. There will be more minorities, especially Hispanics.
There will be more persons over 55 years of age. There will be an even higher
percentage of part-time students. job seekers and workers looking for skills
upgrades will continue to crowd through the "open door."

2. The majority of faculty in community colleges in the year 2000 will have been
hired after the 1990. As many as 40% of current faculties will retire, and others
will leave the teaching profession and have to be replaced. Another 20% will
need to be added just to keep pace with the growth. The much-heralded teacher
shortage will not be a crisis; but community colleges will need to devote increased
resources to recruiting, retaining, and developing qualified staff, especially
minorities. the percentage of part-time faculty will remain high, and minorities will

continue to be underrepresented.

3. The pressure on community colleges to prove their effectiveness will continue.
Emphasis will continue to be placed on assessing student leaming, and
controversy will focus on the definition of those instructional objectives that

 

40.Editors, Qevelgping ggmmnnities :gr gentnry Iwenty—
oné' cw h. l- 9‘ -0 ,h- omm ni L-oo-r , crooo .l,

Community College Consortium; University of Michigan,
University of Toledo, and Michigan State University,
'September 1989, pg 2

36

constitute the basis for measurement. Debate over funding formulas tied to
assessment will exacerbate this controversy.

4. The structure of the community college curriculum will remain basically
unchanged. Career education will remain prominent, and business and industry
will pressure community colleges to provide two year technical programs that
currently are offered as four year collegiate programs. There also will be
increased emphasis on transfer programs, which increasingly will be the route for
minority students towards a baccalaureate degree and the professions.
Compensatory programs will be more accepted as a legitimate and necessary
function of colleges. Community education will continue to depend on has,
special grants, and cooperative arrangements with industry- resources outside
the stream of revenue that finances the other components of the curriculum.

5. Community colleges increasingly will control their own destinies and will play a
more significant role in shaping the futures of higher education. less and less will
their academic agendas be dictated from above by transfer institutions or from
below by high schools. They will be more integrated into the graded system of
American education and not outside of it. This will occur partly because staff from
community colleges will move into leadership roles in professional organizations
that have heretofore been dominated by personnel from four-year colleges and
universities; and these associations will, in turn, begin to focus on issues that
reflect the concerns of their membership. in addition, the professional
associations for community college education will exercise influence
commensurate with the enrollments community colleges represent in higher
education.

6. The relationship between community colleges and four year colleges and
universities will become more nearly one of equals. The most significant factor
bringing about this change will be the relative low cost of community colleges,
which will make them as even more attractive alternative. Thus the community
college will enjoy a large market share of "traditional" students, and they will be
more financially secure than many four year colleges and universities. Community
colleges will receive an increasing proportion of federal funding as funding
agencies become more sensitive to community college issues. And an increasing
number of community colleges will sponsor endowment corporations or
foundations to go after grants and gifts for special projects from corporate donors
and the government.

7. As commuter colleges, the community colleges will be vulnerable to any
prolonged crisis in the oil industry. this will be especially true for rural districts with
low population density. the 1990s may see more dormitories, off campus
instruction, and the use of the television.

Over the next ten years, community colleges will be confronted by serious

 

 

37

challenges; but they will remain the most viable sector of American higher
education. however, their continued success will be continwnt on their
adaptability to the changing needs of society they serve. This is the principle
reason why they already have flourished, and their flexibility will determine their
future success or failure."41
"Community colleges of the future must make use of high technology both in

instruction and its administrative processes. We can no longer allow ourselves to
be more people intensive than is necessary to maintain the human quality
required to accomplish our mission. In an area of rising personnel costs,
increasing knowledge, and greater expectations of educational institutions
accompanied by reduced resources, it will be necessary to become more
hardware intensive and technically innovative. Community colleges must also
learn how to use computers, telecommunications, microcomputers and word
processors, laser technology, and all other relevant new technologies to reach
other communities, facilitate learning, and reduce the cost of administration by
increasing efficiency."42

"In the future, students will continue to be a principal focus of our attention, but

they will no longer be our exclusive focus. Community colleges will be asked to

 

41.G1en Gabert, "Community Colleges in the 19903", Phi
WM. 1991. p98 31 -33

42.Donald H. Godbold, "Opportunities for Progress and
Change in a Period of Economic Stress", Feei g the
h n h , The 1984 President's Academy
'Award Addresses, AACJC, 1984, pg 17

38

respond to the needs of two other client groups- employers and the community at
large."43 These two important "new" clients need to be examined. "The demands
of our employer clients will take two forms. The first is the more traditional need
for short term, skill-specific programs. Community colleges because of their
proximity, facilities, and staff expertise, will be sought out more frequently to
provide this type of assistance in the future.

The second form of employer-driven response will be in "pipelining."
Employers will expect us to prove to them that we have in the pipeline a sufficient
future supply of labor to meet their needs. They will not be satisfied with just a
two-year supply. they will want to see programs that reach back into the high
schools and even grade schools to groom future talents."44

The "community" of the community college needs to be recognized as the
next major client group. The community college needs to operate in the
community in which it "lives". "In a mcent statewide poll conducted by the
Michigan Department of Education, 79% of the people surveyed believed that a
community college should provide theatrical productions, fine arts exhibitions, and
other cultural activities. That means four out of every five people in our
communities are looking to us as a source of cultural enrichment. As current

trends towards a renewed interest in family and neighborhoods intensify,

 

43.A1bert L. Lorenzo, " Anticipating our Future Purpose",

CQmmunlLxl_Iacba1calr_aad_£unicr_gcllaga_lgurnal,
February/March 1991, Volume 61, Number 4, pg 42

44. Lorenzo, pg 43

 

39
community colleges will be called upon more frequently to provide opportunities
for social and cultural development."45 The business and industry of the
community need to be an important client group. The community college needs to
be an active part of all aspects of the community or service area in which it is a
part.

Michigan's community colleges are very diverse. Michigan has twenty-nine
community colleges located through the state, in rural areas, urban areas and the
suburbs. The size of the community college are as varied as their location. The
presidents of Michigan's community colleges are in the best position to evaluate
the future needs and role of the community colleges in the twenty-first century in
their service areas.

"At its best, the nation's community colbges should bring together the visions
and experiences of all their parts to create something greater than the sum.
They should offer the prospect the personal values will be clarified, that individual
competence and confidence will be enhanced, and that the channels of our
common life will be deepened and renewed. And, through continued education,
student of all ages must be prepared more effectively in civic life.

As these goals are vigorously pursued, the community colleges of the nation
will fulfill, in new and creative ways, their traditional mission as "colleges of the ,
people". In the end, "communities must be defined not only as a region to be

served, but also as climate to be created in the classroom, on the campus, and

 

45.Lorenzo, pg 43

40

around the world."“6
The community colleges has many challenges as it approaches the twenty

first century. One of those challenges that is important is remembering the
history of the community colleges. "Since most comprehensive community
colleges are only a generation old, there are many among us who process a
rather complete knowledge of our college's history".“7 it will be important to
remember where we came from so we can work our way to and through the
future. "A second challenge will be developing future leaders for our
institutions."48 The concern of not only training but retaining the faculty and staff
as stamd earlier is very important as well. "Another challenge will be whether we
can learn to accommodate conflicting preferences, or polarities, within our
institutions."49

"While dimct service to students will continue to be a principal force driving
our programs and services, we will experience growing pressure to more directly
serve the needs of employers and the community at large. Or the emerging
purpose will cause us to move from a single-client to a multi-client enterprise, and
to adjust our decision-making philosophy accordingly. The final challenge is

finding a way to more accurately anticipate the future. Educational institutions, by

 

46.Editors, Bnilging Cemmnnities, AACJC, pg 49

47. Albert L. Lorenzo, " Anticipating our Future", AACJC
Jenmnel, Volume 61, Number 4, pg 44

48.Lorenzo, pg 44

49.Lorenzo, pg 44

41

their very nature, have long lead times for implementing change. If we wait until
new conditions will have changed again, and our response will be too late. If we
can become adept at accurately anticipating the fiJture, we will be ready for new
conditions when they arrive."5°

Community colleges are an important part of the educational structure of the
State of Michigan. They, too, need to examine their place on the next century.
The presidents of these institutions are able to begin to "forecast" the role of their

institution in the next century.

 

50.Lorenzo, pg 44

42
r Th

W

In order to discuss and describe the method to be used for this study it is
important to discuss the process of educational research. "Educational research
is the way in which one acquires dependable and useful information about the
educative process. Its goal is to discover general principles or interpretations of
behavior that can be used to explain, predict, and control events in educational
situations. Although educational research is a young science, it has made
progress since its beginning in the late nineteenth century(like the community
colleges). As a science, educational research uses investigative methods that are

consistent with the basic procedures and operating conceptions of science."1

 

"Research method refers to the general strategy followed in gathering and
analyzing the data necessary for answering the question at hand. It is the plan of

attack for the problem under investigation. This research used a "descriptive"

 

1.Donald Ary, Lucy Chester Jacobs and Asghar Razavieh,

WW. Holt, Rinehart and
'Winston, Inc., Fourth Edition, 1990, pg 23

43
method, its major purpose is to tell what is."2 That type of descriptive research
used was the survey.

The survey insh'ument can be in two forms; the in person interview and the
self administered questionnaire. "The direct one-on-one contact with subjects
involved in the interview process is time-consuming and expensive. Often much
of the same information can be obtained by means of a questionnaire. Because a
questionnaire is designed for self- administration and is often mailed, it is possible
to include a larger number of subjects as well as subjects in more-diverse
locations than is practical with the interview."3 The questionnaire does have
limitations over the interview. The questionnaire does not allow for immediate
clarification by the respondents. The respondents must if they need a statement
clarified either call the interviewer or answer without the point being made clear. It
does not allow the interviewer to easily clarify responses either.

"Another advantage is that a questionnaire that can guarantee confidentiality
may elicit more truthful responses than would be obtained with a personal
interview. In the interview, subjects may be reluctant to express unpopular points
of view, or to give information that they think might be used against them later.
Furthermore, the interviewer— whose personal appearance, mood, or conduct

may influence the results of an interview- is not present when the questionnaire

 

2.Ary, pg 33

3.Ary, pg 421

44

is completed, so these potential problems are avoided.“

The questionnaire for this study was divided into three sections; the first
section; career and personal data of the respondents, the second section;
demographics of their institutions for academic year 1994—95 and projections for
the year 2005 and the third section; predictions and concerns for their institutions
on their service areas into the year 2005.

The first section asked the respondents their educational background, work
history, years at institution and years at present position.

The second section asked the respondents to rank potential changes and
potential obstacles for their institutions into the twenty-first century.

The third section asked questions about the institution's student enrollments,
faculty and staff backgrounds, role in the service area and funding and projection

for the next ten years.

W

This research used a population. " A population is defined as all members of
any well-defined class of people, events, or objects."5 The population who were
asked to participate for this research were the presidents of Michigan's twenty-

nine public community colleges“. The presidents were chosen as the population

 

4.Ary, pg 421

5.Ary, pg 421

6. At the completion of the survey process Highland Park
Community College was closed, thus the total number of

because of role in the institutions.

"The role of the president changed as colleges grew larger. And as faculty and
community advocate groups grew stronger, it Mcame ever more circumscribed.
Still the president was the spokesperson for the college, interpreting it to the
public on ceremonial occasions. The president was also the scapegoat when staff
morale or funds for a favored program diminished."7

"Primarily, the president carries out general administrative duties and has
periodic meeting with the board and with heads of state agencies. To a lesser
extent, the president makes decisions on faculty recruitment and selection;
conducts public relations activities; and coordinates the college program with
programs of other institutions and community groups."8

According to the W report, ”building communities mquires
creative leaders, and the president is key. The president must move the college
beyond day-to-day operations. He or she must call upon the community of
Ieaming to affirm tradition, respond to challenges, and create inspiring visions
for the future. To do this, the president must be able to collaborate, bring

together various constituencies, build consensus, and encourage others within

 

colleges is twenty eight.

7. Arthur M. Cohen and Florence B. Brawer, The Amenieen
Cemmnni;¥_gellege, Jossey—Bass Inc. Publishers, Second
Edition, 1989, pg. 113

8.Cohen, pg 114

46

the college community to lead as well,"9
The presidents are in the best position to evaluate the role of the community

colleges in their service areas into the twenty-first century.

g n I l' [I
The respondents were guaranteed that no information regarding their personal
work history or academic backgrounds would be identified in the reporting of the
study. A statement was included with the survey instrument. (See Appendix E)
The survey instrument dealing with personal data would be separate from the rest

of the instrument The instrument would be coded to protect all information given.

MW

Part One: the Community College President's Background. The rationale for
this portion of the survey instrument was to use the presidents' backgrounds as a
comparison point for their perceptions of the futures of the community colleges.
For examples the traditional academically trained president versus the views of
the business sector presidents or the comparison of tenure of the presidents with
their views.

Part Two: Perception of the views of the community college presidents as to
the goals, direction and possible obstacles to the individual community colleges
into the twenty-first century. The areas questioned included: Instructional Goals,

 

9.Editors, Building Communitiee, AACJC, 1988, pg 41

47

Community Programs, Community and Service Activities, Student Services
Activities, Administrative and Institutional Goals and potential obstacles to the
Community College. Each section provided an opportunity for the presidents to
add additional areas of concern and comments.

Part Three: Current and projection demographics of each community college.
Areas discusmd were Funding sources, Faculty, both full and part- time, and
Students. The demographics showed the size of each college; rural versus
urban, again used for comparison for the projections offered by the Presidents.

The third part of the survey due to time constraints was not completed by all

respondents.

Willem

The analysis of the data used a qualitative method. It also used descriptive
statistics. "Statistics is the body of techniques used to facilitate the collection,
organization, presentation, analysis, and interpretation of data for the purpose of
making better decisions."10 "Descriptive statistics were used; "these allow us to
organize, summarize and describe our observations."11 The types of descriptive

statistics included; percentages and measures of central tendency or averages.

 

10.Robert D. Mason, Douglas A. Lind and William G.

Marchalz_5tatisticsi_an Introduction Harcourt Brace
Jovanvich, Inc., Second Edition, 1988, pg 4

11.Dona1d Ary, Lucy Chester Jacobs and Asghar Razavieh,

lQLgQQuQLlQB.LQ.B§§Q§£CQ_EQUQ§LLQDr HOlti Rinehart and
' Winston, Inc, Fourth Edition, 1990, pg. 120

48
The average is the "sum of the scores divided by the number of scores, this is
known as the mean, or one of the other two measures of central tendency, know
as the mode and the median. The mode is that value in a distribution that occurs
most frequently. The median is defined as that point in a distribution of measures
below which fifty percent of the cases lie." ‘2 The range, the values rank from
highest to lowest, was also examined. "Statistical techniques for determining
relationship between pairs of scores are known as correlational procedures.
Typically measurements on two variables are available for each member of a
group and one determines if there is a relationship between these paired
measurements. Correlational procedures show the extent to which the change
in one variable is associated with change in another variable."13 The relationship
beMen the work experience ofthe presidents and the views ofthe future is one

such correlation.

IhLEith

The pilot for the survey instrument was given on February 27, 1996. The pilot
was given to selective members of the administrative staff of Southwestern
Michigan College, Dowagiac, Michigan. The staff members were; the Vice-
President of Instruction, Marshall E. Bishop, Ph.D., the Vice-President of Student

Services, Mr. David C. Schultz, the Vice-President for Community and Technical

 

12.Ary, pg 127

‘13.Ary, pg 145

49
Services, Ilene G. Sheffer, Ed.D. and the Director of Institutional Research,

Daniel R. StenMrg, Ph.D. The rationale for using this sample was to use an
administrative sample within the community college population. A sample drawn
from outside the community college population would not have the knowledge or
insight needed for this study.

In addition to completing the instrument, the respondents were also asked to
evaluate the instrument and give the amount of time it took to complete the
instrument Each of the pilot members had suggestions that were incorporated in
to the design of the instrument.

The average time to complete the first part of the instrument was 3 minutes.
The average time to complete the second part was 26 minutes. The third part
was done by the Director of Institutional Research and it took two hours to

complete. The director, Dr. Stenberg made suggestions for the instrument in Part

Three that were also included in the final survey.

 

The survey was sent to the community college presidents on March 1,
1996, via the US. Postal Service. The packet contained a letter of introduction
and request and the survey instrument. The letter of introduction was personally
modified for each president; for example addressing the letter to Delta College as
an alumni of the college or Lake Michigan College as a resident of the district.
The second paragraph of the letter introduced the researcher and the research
Itself. The third paragraph thanked the president for his or her assistance and

50
prompt replies. The request, also, included an instruction sheet. The instruction
sheet included the description of each section of the survey, the request to use
the terms provided for clarification and the ranking system to be used, and a
request for any additional information the respondent may feel would be helpful to
this research. The packet, also, included a letter from Thomas M. Bemthal,
Executive Director of the Michigan Community College Association, encouraging
all the presidents to participate in this study.

The original proposal included provisions for replies that might come in late.
The researcher had the opportunity to meet with several of the Presidents at a
Michigan Community College Association function in Lansing, Michigan on March
19, 1996 and requested participation at that point. The researcher sent follow-up
letterstothosewho notrespondedwith postage paid postcard for requestfora
second copy on March 26, 1996. This resulted in four additional surveys being
sent out The population was a small number and allowed for personal follow- up.

The second round follow-up included a personal phone call from the
President of the researchers home institution; Southwestern Michigan College,
Mr. David C. Briegel, ten days later. The rationale for this was to have an
interested colleague all rather than a overly involved researcher. Mr. Bemthal,
also, stated he would contact presidents who did not respond. He was sent that
information on April 22, 1996. On May 10, 1996 the researcher telephoned the
remaining presidents to once again request that they participate.

The instrument was mailed to return to the interviewer's home. Each of the

survey was coded with a number and letter. The letter represented the college

51

in alphabetical order and the number was the order the survey was returned.

$101.01!!!

This chapter explained the methodology used and the reason for the type of
instrument. The rationalize for the choice of the population was given.
Respondents explanation and guarantee of confidentiality. The instrument, itself
was shown and the results of the mechanics of the instrument was shown in the
pilot. The technique used to get the instrument to the respondents and the
method that would have been used for nonrespondents.

 

Overview of the Study

In this study the researcher sought to determine what the views of the
presidents of Michigan community colleges were in regard to the current(1995)
situation of their institutions and for the next ten years (2005). All of the twenty
nine community college presidents of Michigan were asked to participate. The
research project had the support of the Michigan Community College Association
and its Executive Director, Mr. Thomas M. Bemthal. The researcher had hoped
for the entire population for the study. A total of eighteen presidents(62%)
participated.

The population was chosen because of the leadership role the presidents play
at their institutions. The researcher believed that the survey of presidents allowed
for the best possible assessment of the current and future situations at
community colleges. The instnlment used to collect the data was a mailed
questionnaire.

The research questions explomd in the study were:

1. How do community college presidents perceive the role of the community
college in the next ten years ?
2. What future direction do the community college presidents believe the

community college will take in the areas of Instructional Goals, Administrative and

53

Institutional Goals, Student Services Activities, Community Programs,
Community and Business Services Activities ?

3. What do community college presidents believe are potential obstacles to or for
community colleges in the next ten years ?

 

The purpose of this chapter is to present the results of the research. The
objective of the research was to identify possible future trend for the community
colleges of Michigan.

The survey was divided into thme sections; the first was professional
backgrounds of the presidents. The second dealt with the perception of the future
trends of the community colleges as seen by the presidents. The third section
described current and projected demographics of the respective community
colleges. The third section was not returned by all participants perhaps due to
time constraints. The results of each of those sections will be reported in the
aforementioned order.

W
Part One- Community College Presidents

The survey asked about the educational background and work history of
each president. The total number of responses was eighteen; ten (55%) have

earned the Ph.D. with all but two being in some type of Administration, including

54

one in Community College Administration. The two other Ph.D. areas are
Bionucleonim and Psychology. Five (27%) have earned an Ed.D., four in the
area of Educational Administration and the other did not identify the field of study.
Three (16%) of the presidents' terminal degree was the Master degree; one in
American Studies, one in English and one in Counseling and Personnel. Not all
of the presidents listed other degrees than the Doctorate. Two (11%) of the
Presidents reported having earned an Associate degree which generally
indicates attendance at a community college. See Table 1.

The second part of Part One asked the presidents to list their work
experience. The survey asked how many years had been spent in education, at
the community college, in human services, in business, in government
employment and the military. The survey , also, asked how many years the
presidents had been involved in at their current position and how many years at
their current community college. See Table 1A

All of the presidents but one had spent most of careers, not only in education
but, at the community colleges. The average years of service in education was
thirty-two(32.33) years. The average years at the community colleges were
twenty-six(26.94) years. The one who had not spent his total work experience at
the community college had spent a total of eight years at a community college out
of a twenty seven year career in education. Without that number the average was
just over twenty eight( 28.05) years.

Four (22%) of the presidents had spent some time in business. The time

spent was fairly limited. The greatest amount of time spent in business was four

55

Table 1:

Educational Background of the Presidents of the Community Colleges in
Michigan as reported by the Respondents (1995)

N=18

Note: Some Presidents gave only last degree earned

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

President" Ph. D. Ed. D Master Bachelor Associate
0 X
E X X X
V X X X
I X X X X
C X X X- Physics
X- Nuclear
scrence
N X X X
P X X X
Y X- Bio-
nucleonics
S X
T X
K X X X
W X X
AA X
R X X X
A X X X
X
Z X X
D X X History X
X Education

 

 

 

 

 

 

 

 

"Letters represent the community college

Totals for terminal degree: 10(55%) Ph. D.
5(27%) Ed. D.
3(17%) Master

56

Table 1A:
Years and Type of Experience for Presidents of Community Colleges in
Michigan as reported by the Respondents (1995)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

N=18
Presidents" Yrs in Yrs at Busines Military Govt Yrs at Yrs at
Ed CC 3 CC Current
(cunent) Position

0 30 31 21 21

E 32 27 2 2 ‘l 1

V 27 8 2 7 8

l 32 27 3 27

C 25 20 2 3.5 8

N 36 31 4 7 7

P 25 25 4 4 6 6

Y 34 27 4 4

S 26 23 4 4

T 31 26 2 .5 20

K 31 28 10 10
W 35 30 O 30
AA 39 34 21 21

R 32 25 12 25

A 34 31 8 8

X 41 30 8 6 12

Reserve
8
Z 36 29 2 .5 1 5 29
D 36 32 1 20 20

 

 

 

 

 

 

 

 

 

 

"Letters represent the community college

years with the other three individuals having spent only two years. Eight (44%) of

57

the presidents had served in the military. Two for four years with one of those
being a Reservist for eight years. The other three served for two years each.
One of the presidents spent two years in governmental employment but did not
report the type of service.

The presidents were asked how many years they had been employed at their
current community college and to indicate how many years they had served as
president of diet institution. Ten (55%) of the presidents came to their respective
community colleges to serve as the president. Eight (44%) presidents had been
employed previously in other positions at their current community colbge. Two of
the presidents had only very recently been promoted to the position of president,
both within the last six months, after twenty and thirty years respectively in other
positions. One had been a president for three years after serving for twenty
seven years in another position. (See Appendix H)

Michigan has twenty six presidents who are male and two who are female.
Neither female president responded to the survey.

The above reported demographics would indicate that the community college

presidents in Michigan, or at least the sample shown, are a much more

homogenous group than originally thought by this researcher.

Part Two- Futures and Goals
Part Two of the survey asked presidents to prioritized several areas of
concern for community colleges- both for the present(1995) and projected for the

year 2005 AD. The areas questioned included the functions of community

58

colleges, the areas of Community Programs, Instructional Goals, Administrative
and Institutional Goals, Student Services Activities and Communities and
Business Services Activities and the prioritization of the Potential Obstacles for
the Community College. The survey included a list of terms for agreement,
clarification and interpretation. These were the terms used in the
survey.(Appendix F)

The presidents were asked to rank each of the items as to "important",
"moderately important", "low priority" or "not an issue for my institution". The
survey, also, provided space for comments about each issue from the presidents.
Not all of the issues were addressed or ranked by all presidents. The sample
consisted of eighteen presidents. The percentage will be shown and possible
relationships in each area.

The first area addressed questioned the functions of the community college.
See Table 2 and Table 2A.

Presidents were asked to rate the functions of the community college for the
present(1995) and ten years into the future(2005). In the areas that dealt with
traditional academic goals. The term agreement used in this chapter represents
a consensus of the presidents in any area ranked of seventy five percent or
more. This may include the combining of two ranks; for example "important" and
"moderately importan The presidents were in agreement that these were
important functions, these items included transfer and college parallel curricula,

occupational and career parallel curricula, general education and critical literacy,

59

Table 2:
Functions of the Community Colleges and their Importance as perceived by
the responding Community College Presidents in Michigan- 1995

 

 

 

 

 

 

 

 

 

 

 

 

 

Topic "I". "MIC "LII "N"
A. Transfer and college parallel 16 1
curricula (94%) (5%)
B. Occupational and career parallel 17
curricula (100%)
C. General Education and Critical 15 2
Literacy (88%) (12%)
D. Adult and Continuing Education 9 8
(53%) (47%)
E. Developmental Ed, Adult Basic Ed, 10 5 1 1
High School Completion and GED (59%) (29%) (6%) (6%)
F. Student support services and 17 1
student activities (94%) (5%)
G. Economic Development 12 5
programming for Business and (71%) (29%)
Industry
H. Community Services 5 10 2
(29%) (59%) (12%)
I. High School programs and 11 6
articulation (64%) (35%)
J. Financial Aid Resources 16 1
(94%) (6%)
K Others: Distance Learning 1
(100%)

 

 

 

 

 

* Rankings "I"- Important "M" - Moderately Important "L" - Priority Important "N" - Not an Issue

 

60

Table 2A:
W and their Importance as Perceived by

the responding Community College Presidents in Michigan M

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Topic IIIII* "M" "L" "N"
A Transfer and college parallel 16 1
curricula (94%) (6%)
B. Occupational and career parallel 17
curricula (100%)
C. General Education and Critical 15 2
Literacy (88%) (12%)
D. Adult and Continuing Education 10 5 1 MIL 1
(59%) (29%) (6%) (6%)
1 (6%)
E. Development Ed, Adult Basic Ed, 11 5 1 1
High School Completion and GED (64%) (29%) (6%) (6%)
F. Student support services and 14 2 1 1
Student Activities (77%) (11%) (5%) (5%)
G. Economic Development 1-Very
programming for Business and (6%)
Industry 17
(94%)
H. Community Services 6 9 3
(33%) (50%) (16%)
I. High School programs and 14 4
articulation (77%) (23%)
J. Financial Aid Resources 16 2
(88%) ( 12%)
K Others 1.Cultural enrichment
center for the Community 1. 1
2. Distance Learning 2. 1
3. Relationship with K-12 3. 1

 

"Ranking '1'- Important 'M"- Moderately Important "L"- Lowpriority "N" - Not an Issue

 

61

student support services, student activities and financial aid resources. The
areas of transfer and college parallel curricula, occupational and camer parallel
curricula, general education and critical literacy, adult and continuing education
and development education, adult basic education, high school completion and
GED testing showed no change in the rankings for the future.

The areas that showed some disagreement involved those dealing with
nontraditional populations and the community. Nontraditional populations being
high school students, adults without high school degrees and developmental
students. The disagreement involved whether these issues were seen as
important or moderately important for each respective institution. Flfly- nine
percent felt that the issues were important rather than moderately important. The
future view presented a slightly different picture. The m on adult and continuing
education was given a moderate/low, low priority and not an issue for my
institution ranking, as were developmental education, adult basic education, high
school completion and GED.

In the area of community services the sample showed more division. Only
five presidents (29%) thought this issue was currently important. Ten (59%)
thought it was moderately important and two (12%) of the presidents believed this
was an issue of low priority. The majority of the sample, eighty- eight percent, felt
this was an issue of some level of importance. These issues showed some
change as the presidents looked to the future with community services being
given a lower rank as to importance. Six (33%) presidents believe it will be an

important issue but nine (50%) of the presidents believed it will only be

62
moderately important. Three(16%) of the presidents believed community services

would be a low priority. The future view showed a slight decrease in importance
from 88% to 83%.

The area dealing with economic development programming for business and
industry showed twelve (71%) presidents believing this was an important current
issue while five (29%) believed it was moderately important However, for the
future all the presidents rated economic development as an important issue. One
president modified the questionnaire and increased the rank to "very " important
and added "the importance of this issue only increases with the look to the year
2005.”

The issue of distance Ieaming was cited by one president as an important
current and future issue. Also, mentioned as an increasingly important issue was
the relationship between K- 12 school districts and community colleges. One
president added that it should be a function of the community college to provide a
cultural enrichment center for the community.

The next segment of the survey dealt with goals for community colleges.
presidents were asked to rank each goal. The instrument did not ask for a
present and future ranking. The first area listed were the Instructional Goals of
the community colleges. See Table 3 '.

The issues included in this segment are the fundamental issues for an
educational institution. All the presidents believed that recruitment, orientation,
development and retention of quality faculty were important issues. Other issues

in this segment were divided as to their how presidents ranked them as to their

63

Table 3:
Instruction Goals of the Community College and their rank as perceived by
the Responding Community College Presidents of Michigan (1995)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Two "I“. 00M" "L” "N”
A Lifelong Ieaming 14(87%) 1(6%) 1(6%)
B. Develop and maintain outcomes based 17(94%) 1 (5%)
curricula to be responsive to student and
community needs
C. Recruit, orient, develop and retain quaity 18
M (100%)
D. Adapt to students' individual level and 15(83%) 3(17%)
needs
E. Strengthen and expand traditional 13(72%) 4(22%) 1MIL
programming in arts and science and (5%)
v0- tech
F. Develops Honors Program 4 (22%) 10 55%) 1MIL 1(5%)
(5%)
2 (11%)
G. Integrate lntemational education; emphasis 4 (23%) 13(76%)
on global issues
I. Evaluation of new camer training 12(75%) 4 (25%)
H. Others

 

*Ranking “I" - Important "M"- Moderately Important “L"- Low phority "N" - Not an Issue
importance at their institution. Each of these items are important enough to
mention individually.

The first statement was: "the provisions of lifelong Ieaming to the community
should be a central focus; intergenerational, multicultural, experiential, and
training and retraining". Two presidents made specific comments to this item.
One said, "includes elements I would not rate individually as an "I'.' The other

wrote, "oxymoronic phrasing". This president and one other did not rank the

64
issue. Another wrote "this is really pretty fundamental stuff "I', of course".

Fourteen (87%) presidents ramd this item important, one (6%) as moderately
important, and one (6%) gave this item a low priority . The majority of the
presidents (96%) felt that this was an issue of some lavel of importance. The only
rank of a low priority may be due to the wording of the statement. As mentioned
above two presidents indicated that statement was not worded clearly.

The second instructional goal dealt with developing and maintaining outcome
based curricula designed to be responsive to student and community needs. All
but one president (94%) gave this an important rank and that president gave it a
low priority rank.

The fifth issue was to "strengthen and expand traditional programming in arts
and science and in vocational and technology programs. The presidents were
slightly more divided on this issue. Thirteen (72%) felt it was an important issue,
four (22%) believed it to be moderately important and one (5%) gave it the rank
of moderately/low priority. Again, the majority or ninety-four (94%) percent felt
that this issue would be classified overall as moderately important to important.
The one outside rank was that of moderately important/low priority created by an
individual president.

The next item was the development of a Honors Program or curriculum. On
this issue the presidents were very divided; four (22%) believed it to be an
important issue, ten (55%) beliemd it to be moderately important, one (5%)
ranked it as moderately important/low priority, and two (11%) saw it as a low

priority, and one(5%) believed mat it was not an issue for his institution.

65
However, statistically seventy- nine (79%) percent did believe that this was an
issue that needed to be considered for development.

In response to the item international education being integrated into the
existing curricula and developing an emphasis on global issues, one president
commented; "a rather simple notion based on the presumption that one can
exclude international anything from introductory courses in a variety of
disciplines". Only four (23%) of the presidents thought this was an important
issue while thirteen (76%) behaved it was moderately important

The last issue in this section was the evaluation of new career training. Twelve
presidents (75%) ranked this item as important and four (25%) gave it a
moderately important rank. The issue of economic development and the
relationship with business and industry was seen as an important issue by all the
presidents for the future. The issue of new career training was also seen by all as
an issue of some importance.

The next area addressed was Administrative and Institutional Goals. See

Table 4.

Each goal in this segment was given an important to moderately important rank,
with the exception of "being an active partner in defining community and business
needs and assisting in the development of solutions" which was given a
moderately important/low priority rank. From sixteen ( 88%) to eighteen (100%)
Of the presidents felt that all but one of these issues were important The one
exception "utilize community members, staff, faculty, and businessflndustry to

aesist in environmental scanning to identify emerging trends" received fourteen

Table 4.

 

rank as Perceived by the Respondlng Community College Presidents of
Michigan (1995)

 

 

 

 

 

 

 

 

 

 

Tm "I". "M” ”L" ION“
A. Develop 8. maintain an organizational 16(88%) 2 (12%)
structure that ensures that decisions are made
at lowest level
8. Provide sound financial base 17(94%) 1 (5%)
C. Evaluation Model 16(88%) 2 (12%)
D. Active partner in defining community and 16(88%) 1 (5%) 1-M/L
business needs (5%)
E. Maintain an organizationd environment that 18
encourages initiative, risk taking (100%)
F. Utilize community members, staff, faculty to 14(77%) 1-IIM
assist in identifying trends (5%)
3 (16%)
G. Provide for systematic, cyclical program 16(88%) 1 -IIM
evaluation (5%)
16%)
H. Others:
1.Cultl.lralenrichmentoenterforthe 1.1
community
2. Distance Learning 2.1

 

 

 

 

 

 

" Rankings:”l”- Important "M"-Moderately Important "L"- Low Priority "N" - Notan Issue

(77%) important ranks from the presidents. The remaining presidents ranked this
issue as follows: one (5%) important/moderately important rank and three (16%)
ranked it as moderately important.

The next area addressed was Student Services Activities. See Table 5.

67

Table 5:

W for the Community College and their rank as
perceived by the Responding community College Presidents of Michigan

(1995)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tm "In. "MN IL" IN"
A Developacomprehensivesmdenttracldng 17

system (100%)

8. Provide opportunities for multicultural 10(59%) 6 (35%) 1 (6%)
understanding

C. Provide accessible and effective support 17

services (100%)

C1. Tutoring 15(88%) 2 (12%)

CZ. Child Care 8(47%) 6 (35%) 3 (17%)

C3. Academic Counseling/Advising 15(88%) 2 (12%)

C4. Employment Counseling and Referral 13(72%) 5 (27%)

05 Personal Counseling and Rebrral 7 (39%) 7 (39%) 4 (22%)

06. Transportation Networks 11(61%) 6 (35%) 1 (5%)
D. Involve students of diverse backgrounds in 8 (47%) 6 (35%) 3 (17%)
student government. etc

E. Increase reciprbcelagreementswithother 7 (41%) 8(47%) 2 (11%)
community colleges

F. Develop programs with extended evening 13(76%) 4 (23%)

and weekends hours with complete support

services

 

 

" Rankings "I" - Impomm "M" - Moderame Important "L"- Low Priority ”N" - Not an Issue

One president commented here; "Boiler plate all- "I"- on all I!" In this area
presidents unanimously agreed that the issues of developing a comprehensive
student tracking system and providing accessible and effective support services

were important. Fifteen (88%) presidents saw tutoring and academic counseling

68
and advising as "important" and two (12%) ranked them as moderately

important All of the presidents felt that at some level that these services were
important .

Employment Counseling and Referral received thirteen (72%) importants
and five (27%)presidents saw this as moderately important. Developing
programs to meet the time needs of students; weekend and extended evening
classes with complete support services ranks important by thirteen (72%)
presidents and ranked moderately important by four (22%) presidents. One
president to commented; "complete support service—questionably necessary
??".

Providing opportunities for multicultural understanding was ranked important
by ten (59%) presidents. Six (35%) ranked it moderately important and one (6%)
gave it a low priority. One president commenbd: "multicultural understanding
and appreciation—this is the only part of diversity which is significant 7??" This
issue showed more disagmment in that six percent saw it as an area of low
Priority versus the ninety- four (94%) percent who ranked it as an issue of some
level of importance.

' Child care was perceived as important to eight (47%) Wdents, moderately
important to six (35%) and was given a low priority by three (17%). Those were
the same numbers for involving students of diverse backgrounds in student
government and other activities. These two areas show the greatest division
within one category so far. The issue of child care facilities also created division

in the community services area.

69

Personal Counseling and Referral was ranked as an important issue by seven
(39%) presidents, as a moderately important issue by seven (39%) and as a
low priority issue by four (22%). Seventy eight (78%) percent believe that this is
an issue of importance at some level while the rest (22%) feel it to be a low
priority.

The issue of lowest priority was to find, provide or help with transportation
networks. Eleven (61%) presidents saw this as moderately important, six (35%)
as a low priority and one (5%) felt it was not an issue for his institution at all. This
is the only issue that was not seen as important by any of the presidents.

The next area addressed was the Community Programs with which
community colleges may be involved. This segment deait with issues that would
either bring the college to the community or encourage more community
involvement on campus. See Table 6.

All the presidents agreed that developing flexibility in course delivery was an
important issue. On the other issues stated in this segment they were again
divided. Twelve (66%) of the presidents believed that being an active partner with
local govemment for community planning was an important issue, five (27%)
believed it was a moderately important issue and one (5%) thought it was a
moderately important/low priority issue. Being involved actively with local
government was an issue that ninety- three (93%) percent of the presidents
thought was an issue that they should be concerned with for community planning.
The issue of bringing community representation to the campus to present

cemmunity needs received eight (44%) important ranks, eight (44%) moderately

7O

 

 

 

 

 

 

 

 

 

 

Table 6:
W for the Community Colleges and their rank as
perceived by the responding Community College Presidents of Michigan
(1995)
Tm“ ”'I' COMM “LII INN
ADevelopandimplementprogramsfor 8(44%) 9(50%) 1(5%)
special populations
B. Educating the public on local, national and 4 (22%) 12(66%) 2 (11%)
intemational trends as related to culture
and fine arts
C. Recruit representative community action 8 (44%) 8 (44%) 2 (11%)
committees to research and present
programming and activity needs to the
college
D. Developtlexibllltyin coursedelivery 18(100%)
systems
E Develop on campus community 5 (27%) 8 (44%) 5 (27%)
programs .
E1. Health Clubs 2 (11%) 5 (27%) 9 (50%) 2 (11%)
E2. Museums 1 (5%) 3 (16%) 11(61%) 3 (16%)
E3. Child care facilities 6 (33%) 7 (39%) 4 (22%) 1 (5%)
F. Be an active partner with local government 12(66%) 5 (27%)
intheserviceareasincommunityplenning 1MIL
(5%)

 

 

G.Others

 

 

 

 

 

*Ranking"i"- Important "M"- Moderately Important "L"-Low Priority

"N"- Not an Issue

important and one (5%) low priority from the presidents. The issue of bringing

someone from the community to the eampus of the community colleges to

present what the community needs had a total of eighty- eight (88%) percent of

the presidents believing it was important. Again, the issue dealing with

populations other than traditional students bought division from the presidents.

Eight (44%) believed that developing and implementing programs for special

 

71
populations was important, nine (50%) believed it to be moderately important and
one (5%) thought it was a low priority. The division, however, was very slight as
the total of some level of importance was ninety- four (94%) percent.

Educating the public on local, national and international trends as related to
culture and fine arts received four (22%) important ranks, twelve (66%)
moderately important and two (11%) low priorities from the presidents. The
presidents were asked about the issue of "developing on campus community
based programs". Five (27%) felt it was important, eight (44%) felt it was
moderately important and five (27%) saw it as a low priority. The division here
was greatest in the area of the low priority. The level of important and moderately
important being supported by thirteen (71%) of the presidents. Specifics within
this area included: health clubs, which indicated two (11%) was important, five
(27%) moderately important, nine (50%) which ranked as a low priority and one
(5%) felt it was not an issue. Museums received one (5%) important rank, three
(16%) moderately important, eleven (61%) low priority, with the comment" being
done by others", and three ( 16%) not an issue.

In the case of child care facilities, six (33%) considered it important Seven
(39%) ranked it as moderately important. Four (22%) low priority and one (5%)
felt it was not an issue. As stated earlier child care and facilities have cause
division between the presidents. The statistics show a sharp division in each
rank.

The next area addressed is the Community and Business Services Activities

fOr the community college. See Table 7.

 

and their rank as perceived by the Responding Community College ‘
Presidents of Michigan (1995)

 

Topic

"l".

 

A. Provide training and consulting services to
business and industry

17(100%)

 

B. Develop and maintain community and
economic development partnerships

17(100%)

 

C. Act as resource and an example of sound
environmental practices

7 (41%)

10(59%)

 

D. Training for small business

14 (82%)

3 (17%)

 

E. Organize community forum for the

2 (11%)

13(76%)

2(11%)

discussion of political, environmental and
other community concerns

 

F. Designate an access center and facilitator
in every community

*Ranking ""l important "M"- Moderately important ""-L Low Priority ""-N Not an issue

2 (1 1%) 5 (29%) 9 (53%)

 

 

 

 

 

 

 

One president in this area commented: "this is the expansion ports" for all 003
in the late 90's and next century". As stated in the function section, all presidents
believed that economic development was a very important future issue. This
segment dealt with some specifics of that topic area. The two items; "provide
training and consulting services to business and industry" and " develop and
maintain community and economic development partnerships" a received
unanimous ranking of important . Training for small business was ranked by
fourteen (82%) as important and thme (17%) moderately important The issue of
small business can be seen as part of the issue of economic development and

the relationship with business that all presidents beliwed is an important issue

 

73

now and will be an even more important issue in the future.

The issues dealing with environmental concerns divided the presidents, the
items "act as a resource and an example of sound environmental practices
received only seven (41%) ranking of important and ten (59%) moderately
important. The difference is very slight as all the presidents believed this to be an
issue of some importance.

Vlfliile "organize a community forum for the discussion of political,
environmental and other community concerns" received only two (11%) response
of important, thirteen presidents (76%) felt it to be moderately important, while
two (11%) saw it a low priority. The division in this area seems consistent with
the strong support for bringing people to campus as seen in the earlier category,
therefore, there may not be the need to create a separate forum.

The last item, to designate an access center and facilitator in every
community, had a president state "this would be ideal—but not affordable". It was
important to only two (11%) presidents. Five (29%) ranked it as moderately
important while nine (53%) saw it as a low priority. The one president who
commented on the cost by stating "this would be ideal—but not affordable", this
may reflect the views of his colleagues and this is the reason for it being a low
priority for the majority of the sample.

The last area addressed discusses the Potential Obstacles for community
colleges. See Table 8.
In this last segment of Part Two there was no unanimous agmement Each

statement bought division. Each will be addressed separately. The first area

74

 

. . ' and their Rank as perceived
by the Responding Community College Presidents of Michigan (1995)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tm Ml". "M” "LI! ION”

A Loss or Reduction ofState Funding 14(77%) 2 (11%) 1 (5%) 1 (5%)
notezone answered loss "l"Ireduction "M" (5%)

B. Loss or reduction of Local property tax 14 (77%) 3 (16%) 1 (5%)

support

notezone answered loss "l"lreducb‘on "M" (5%)

C. Loss or reduction of private Donations 5 (27%) 1D 2 (11%) 1 (5%)
notezone answered loss "l"lreducu'on “M" (5%) (55%)

D. Problems with mcruitrnent of Full Time 5 (27%) 6 (33%) 5 (27%) 2 (11%)
faculty

E. Problems with recruitment of Part Time 6 (33%) 5 (27%) 5 (27%) 2 (11%)
faculty

F. Problems with recruitment of Stumnts 1O (55%) 8 (44%)

G. Lm or Reduction of Federal Funding 13 (72%) 5 (27%)

note: one answered loss "l"Ireduction "M" (5%)

H. Problemswiththelinkagebemnfour 5(27%) 9(50%) 2(11%) 2(11%)
year colleges and community college

I. Problems with linkage between local school 9 (50%) 5 (27%) 2(11%) 2 (11%)
district and community college

J. Lack ofsupportfromlheCommunity beyond 7(39%) 6(33%) 3(16%) 2 (11%)
financial

 

 

*Ranking "l"- Important 1r"- Moderately important "r."- Low priority "N"- Not an Issue
questioned the loss or reduction of state funding. The second area dealt with

Local Property Tax Support and item number seven dealt with Federal Funding.
For each area the answers were the same; fourteen (77%) felt they were
important and thme (16%) believed them to be moderately important On each
statement that asked about loss or reduction, one of the presidents divided them

into two separate issues, "important for loss but only moderately important for

75
reduction". The wording of the statement to include reduction and loss together

may have contributed to other presidents responses as shown by the comment
by the one president separating the two issues.

The next issue was Loss or Reduction of Private Donations. Six (33%)
believed this was important, ten (55%) saw it as moderately important, two (11%)
as a low priority and one answemd that is was (5%) not an issue. A total of
eighty-eight (88%) percent felt that this was an issue of importance at some level.
The remainderofthesampleorsixteen (16%) percentwere notconcemed that
this issue was important.

The next two items dealtwith faculty, both full and part time. This issue
showed a great deal of division. Full time faculty recruitment was seen as a
important potential obstacle by five (27%) presidents, six (33%) saw it as
moderately important, five (27%) believed it is a low priority and two (11%)
believed it was not an issue. Only sixty (60%) percent felt that this was a
important issue at some level. The other thirty— eight (38%) felt it was a low
priorityornotan issueatall.

The recruitment of part time faculty however differed in that important was
the rank given by six (33%) of the presidents and five (27%) presidents seeing it
as moderately important The total percentage of important is the same for part
time faculty as full time in the are of recruitment, sixty (60%)percent. However,
five (27%),as with the recruitment, presidents saw it as a low priority for their
institution, with two (11%) seeing it as not an issue.

The recruitment of part time faculty was seen to be a greater priority than the

76
recruitment of full time faculty as a potential obstacle. The presidents did not

offer any comments for this difference in priority.

Potential problems of the recruitment of students divided the presidents as ten
(55%) beliemd it was an important issue while eight (44%) belieVed it was
moderately important. It is important to note that all of the presidents saw this as
an issue that was of concern at a level of importance.

The linkage between the community college and its academic partners was
also, discussed, as well as the relationship between the four year schools and the
local school districts. The issue of linkage problems with the four year schools
was perceived as an important issue by only five or twenty nine percent of the
presidents. Nine (52%) believed it to be moderately important, two (11%) thought
it to be a low priority and two (11%) thought it was not an issue. In responding to
the item regarding the potential problems with the local school district, nine
(52%) saw it as an important issue, five (29%) saw it as a moderame important
issue, two (11%)as a low priority and two (11%)thought it was not an issue.

The relationship hem the community colbge and the K- 12 districts was
seen as a greater potential obstacle than the relationship with other academic
partners. This may be due to the geographic proximity of the local district to the
community college as compared to the four year institutions. The K- 12 districts
are a major source of incoming students for the community college. The
community college are a source and as well as competition for students with the

four year institutions and would present a different relationship.

77
The question of linkage with the community college and the four year college
or university produced the same pemntages. Seventy- seven (77%) percent felt
it was an important or moderately important issue with twenty- two (22%) percent
believing it was a low priority or not an issue at all.

The final issue addressed was the Lack of Support from the community
beyond Financial Support. One president commented that it was "very important”
which represents one (6%) percent. Six (33%) of his colleagues agreed that it
was important. Six (33%) believed it was moderately important, three (16%)
thought it was a low priority and two (11%) felt it was not an issue. The sixty-
nine percent of the presidents who believed that this was an issue of some
importance may be responding to the relationship and interdependency that the
community college has with the area in which it is located. The other presidents
(27%) stated this a low priority or not an issue for their institution.

Community was defined in Chapter One as a "grouping of residents by village,
subdivision, neighborhood, school attendance area, of a size that allows for
interaction, involvement and two way communication." It is a very broad definition
that each president may have interpreted differently through no direct comments
were made. However, in the specific area of "being an active partner with local
government in the service areas in community planning", as discussed in Table 6,
all the presidents felt this was an important to moderately important issue.

it was surprising to this researcher that twenty seven percent felt that this was

an issue of low priority or not an issue for their institution at all.

78»
Finding and Conclusions

Because the all of the population did not respond, the data is not as complete
as the researcher intended. The response rate was sixty two (62%) percent. The
population was twenty nine community college presidents, so all responses were
critical.

The research questions can be addresmd at this point. The first research
question; How do the community college presidents perceive the role of the
community college in the next ten years ? The respondents for this research felt
that the community college will change little in the next ten years in the area of
traditional educational goals. The major shift according to the presidents will be
the role the community college will play in the area of economic development
programming for business and industry. Areas of programming dealing with
nontraditional students, such as adult and continuing education were seen as
lower priority for the future. Community services, also, will see a decrease in
priority according to the presidents. The respondents projected little change for
the other functions lismd in thus survey for the community college.

The second research question; What direction do community college
presidents belieVe the community college will take in the areas of Instructional
Goals, Administrative and Institutional Goals, Student Services Activities,
Community Programs, and Community and Business Services Activities ?

The ranking of the presidents showed that traditional academic programming is

the most important priority. Programming dealing with nontraditional students and

79

community programs were consistently seen as a lower priority. Issues dealing
with directservicestostudentsmrealsoseen asa priority. Services thatwould
enhance the relationship of community colleges and business and industry were
also seen as an increasingly important function and goal for the community
college.

Surprisingly to this researcher was the perspective of environmental issues.
Only seven presidents (41%) felt that this was an important issue. The concept of
the community college being a "role model” in this and in other societal areas was
not seen as an important issue.

The slight dmrence in the rankings made the distinch'ons very small and are
therefore difficult to interpret. Patterns in responses seemed to be only in the
areas dealing with nontraditional programming. In most of these cases the
rankings were lower.

The last research question; What‘do the community college presidents
believe are potential obstacles to or for community colleges in the next ten
years ?

Funding or the potential for the loss or reduction of funding was seen as an
important issue by most respondents. The funding types included, local, state and
bderal monies as well as private donations. The most surprising comment to this
researcher was that could have been seen as a low priority or not an issue at all
for some presidents.

The areas of the recruitment of both full and part time students were seen by

all of the presidents to be important or moderately important issues.

80

The survey asked about the relationship with community colleges and their
academic partners. The majority of the presidents seventy- two (72%) percent felt
that this was an important issue. The remainder or twenty- eight (27%) percent
of the presidents who did not believe that this is an issue of priority or not an
issue for the institution surprised this researcher as well.

The importance of the recruitment of faculty both full and part time was
addressed by the presidents as well. The respondents were divided here. While,
sixty (60%) percent felt this was an important to moderately important issue, while
thirty eight (38%) percent felt it was a low priority or not an issue at all. It should
benctedfl1atflrerewasdifiemncebetweenfl1ehowflremcmifinentoffaculty
was seen as a greater priority for part time faculty recruitment. One third of the
presidents believed that this was a potential obstacle of importance. In the area
of full time faculty recruitment it was only seen as an important potential obstacle
by twenty seven percent.

Thelastissueaddressedwasflwesupportorlackofsuppoflfiomthe
community beyond financial. Thirty nine (39%) percent felt this was an important
issue, while thirty three (33%) felt it was a moderately important issue. Sixteen
(16%) percent of the respondents felt it was a low priority and eleven (11%)
percent felt it was not an issue at all. The statement may have been interpreted
differently by the presidents because of the broad definition of community as
defined in Chapter One thus causing a divided response. The reason for feeling
it was not an issue could be that the presidents felt the community college had a

good relationship with the community where it was located.

81
Summary
Each ofthe research questions were addressed. The researcher had hoped
the respondents would offer more independent comments for clarification
purposes. The comments that were made were very limited. (See Appendix I)
Individual interpretation of the research items may have been the reason for

some of the differences in responses by the presidents. For example in Table 3,
statement A, "'I' he provision of lifelong Ieaming to the community should be a
central focus; inmnerational, multicultural, experiential, and training and
retraining, had more than one president comment on the wording. Another
statement that may have generated different interpretations by the presidents is
in Table 8 , statement J, ”Lack of support from the community beyond
financial". This statement may have had different meanings to the presidents thus
causing some to indicated that this was not an issue for their institution. In
retrospect the researcher acknowledges that there may have been others as well.

In all areas of Part Two there were no trends regarding the size or geographic
location of institutions. The presidents that were from niral institutions answemd
the same as those from urban or medium sized schools. The presidents who that
answered, for example, that they mre not concerned or felt that the recruitment
of faculty was not an issue did, however, answered differemly for full and part
time. Each issue had two responses for not an issue in these areas but that

represented four different schools showing that no patterns.

82

Part Three- Demographics

Part Three was the most time consuming part of the survey. In the cover letter
presidents were told it was acceptable to have the Research Office] Institutional
Development Office to compile this information. The research population was of
twenty nine community colleges, seventeen responded to Parts One and Two
and only thirteen of that number responded to Part Three. Some of the
information requested may have been too difficult or time consuming to collect.
Accordingly, most responses were not filled out completely. Each segment asked
for current data and projections for the year 2005. Some of the colleges which
provided current data eboted not to provide projections.

The first section of Part Three asked for funding formula for the community
college. The thme largest areas of funding which are millage or local property
taxes, state aid and tuition. The percentage of each varied from college to
college. See tables 9-98. (See Appendix J)

The next major area of funding is state aid . The current percentages include
a range of 20 to 66 of total budget with an average of 36.06 percent The
projections showing that most presidents expect a decrease with a range of 18 to
62 percent and an average of 34.54 percent.

Tuition is the third largest area of funding. Current levels show a range of
27.62 to 10 of total budget with an average of 18.42 percent of the budget. Most
presidents expect this area to increase or to stay at the same level. This includes

in-district, out-district and out of state and international tuition.

Table 9:

Funding for the Community College as reported by the responding
Community College Presidents in Michigan (1995)
Millage(Property Tax): in percentages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community 1995 2005 Community 1995 2005
College." Collage‘

Q 57 50 N 30 30
AA 50 55 Z 23 20
Y 39.3 NIA V 18.97 25
C 38 33 A 17 20
W 36.7 42 E 13 12
K 31.3 29 l 12 10
T 30 27

*Letters represent the community college
1995 2005

Range 12-57% Range 10 -55 %
Median 30 % Median 28.5 %
Mode 30 % Mode 20 %
Mean 30.48% Mean 29.41%

Other areas of filnding include state grants, direct and indirect federal aid,
miscellaneous funding and other. The survey asked for the number of full and
part time faculty, educational background of full time faculty, age of both full and
part time faculty, race of full and part time faculty and work experience of full time
faculty. Only two presidents completed this section.

In the area of faculty, both full and part time, no one president expected a
decrease in the number of faculty, two expected the number to stay the same

and the remainder expected an increase in the number of faculty. One president

84

Table 9A:

Funding for the Community College as reported by the responding
Community College President in Michigan (1995)

State Aid: in percentages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community 1995 2005 Community 1995 2005
College‘ Collage‘
E 66 62 N 30 25
I 50 45 C 39 33
A 50 40 Y 26 Less
T 43 40 W 24.8 25
Z 41 31 Q 20 25
K 36.5 36.5 AA 20 18
V 32.54 34

*Letters represent the community college

1995 2005

Range 20-66% Range 18-62%

Median 32.54 % Median 35.25%

Mode 20%, 50% Mode 25%

Mean 36.06 % Mean 34.54%

commented that 45% percent of that college's faculty was expected to retire
within the next ten years. Five of the college presidents expect to have a more
credentialed staff, with an increase in the number of Doctorates and Master level
faculty. The other presidents expected to maintain the current mix of faculty
degree levels. The age of full time faculty is expected to rise and there were no
projections given for part time faculty. All of the college presidents expected to
have a more racially diversified faculty both full and part time. The level of racial

distribution would change but was not projected to reflect national demographics.
(See Appendix K)

85

Table 98:

Funding for the Community College as reported by the responding
Community College Presidents in Michigan (1995)

State grants: in percentages

 

 

 

 

 

 

 

 

Community 1995 2005 Community 1995 2005
College‘ College
K 2.7 2.7 N - -
V 2.23 2 C - -
AA 2 2 Y - -
E 2 2 W - -
Z 1 2 Q - -
l - 0.0014 A - -
T 0 0 accounted

for in restricted

funds

 

 

 

 

 

 

 

 

‘Letters represent the community college

The survey asked for current and projected student populations. All the
respondents expected an increase in both full and part time students. The age of
students is expected to rise , seeing more and more "non-traditional students".
Students not falling into the age group of 18 to 25 are considered non traditional.
High school students younger than that may be included as non-traditional as
well as those over twenty five. Projections regarding racial diversity of both full
and part time students was asked as well. Again, community college presidents

expect a more diversified student population as well.( See Appendix L)

86

Summary

All the schools that responded to the demographic section agreed that there
would be a change in funding formulas. There was no agreement as to how that
formula would change. At stamd earlier there was no trends as to who thought
millage would decease and state aid increase versus those who projected that
millage would increase and state aid would decrease. Most agreed that tuition of
all types would be a stronger influence in the funding formula.

All the schools felt that there would be an increase in the number of students,
especially in the areas of nontraditional students. The increase in student
populations then would lead to an increase in faculty, both hill and part time. The
research, also, showed a projection for a more diverse student and faculty

population in terms of race.

87

 

The purpose of this chapter is to present an overview of the study, a
discussion of the findings, conclusions, implications, and recommendations
generated from the analysis of the data. Suggestions for further research
conclude this chapter.

WW!

The purpose of this research was to target the presidents of twenty eight
community colleges in the state of Michigan. The research was designed to study
the filture directions of Michigan's community colleges as perceived by their
presidents into the twenty first century. The instrument used for this research was
a survey. The survey was divided into three parts; Part One dealt with the
professional and educational background of the presidents, Part Two dealt with
the functions of the community college for 1995 and projections for the year 2005,
goals of the community colleges, including Instructional, Administrative and
Institutional Goals, Student Service Activities, Community Programs and
Community and Business Activities for the community colleges and Potential
Obstacles for the community colleges, the third part requested information about

the demographics for each institution for the current year (1995) and projections

88
for the future(2005).

The survey was sent to all presidents of community colleges in Michigan.
Eighteen members of the population responded to Parts One and Two and
thirteen of that number responded to Part Three. It was indicated in the
instructions that the presidents could have his or her representative from the
research and statistics component of their institution compile Part Three. The
sample that responded to Part Three did not respond to any of the sections in its
entirety all sections.

The sample that did respond was a representative sample of the geographic
location and size of the community colleges in Michigan. There was, again, no
pam for respondents. All sizes and locations, rural and urban were
represented.

The pilot for the survey, as discussed in Chapter Three, showed that Parts One
and Two took approximately thirty minutes to complete. The comments given for
not responses during the follow up phone calls fell into two main camgories; the
schedule of the presidents and the total number of surveys received from all
sources. The types and amount of information asked for in Part Three may have
Mn the reason for the lower response rate for that section.

E' [in l E I .

Each part of the survey will be discussed in this section in the following order.
Part One showed a very homogenous sample. Most of the presidents had been
trained for administrative work, the research does not show when those

’ administrative degrees were earned; whether they earned on the job or if the

89

presidents came to their positions with those degrees. The research showed a
career long dedication to community colleges. The number of years of work in
education, an average of thirty two years, indicates a population very close to
retirement. This research showed very litde diversity in this sample in these two
areas of years of service in education and years at the community college. The
population ofthe study includedwastwentysixmalesand twofemales, the
females did not respond, so a discussion of any gender differences is not
possible. Racewas not asked ofthe presidentsforthis research.

Part Two asked presidents to rank each issue as to important, moderately
important, low priority and not an issue for my institution. In all areas that dealt
with populations other than traditionally aged students, the priority was lower,
both forthecurrentyearandtl'lefuture. Theonly issuethatpresenteda
unanimous or strong Opinion was in the area of economic development and the
colleges relationship with business and industry. All of the respondents bit this to
be an important continuing and emerging issue.

Some areas of students services were also seen as important to all
presidents, those issues being the area of providing a flexible course delivery
system as well as developing a comprehensive student backing system. The
other issues discussed provided a much more divided response. The data would
indicate that the presidents who responded to the functions and goal segment of
the survey believe that the community colleges should continue to serve
traditional age student with traditional programming for higher education as one

' of the most important functions and goals. The research also shows that

90

according to the responding presidents that the area of economic development
including the relationship with business and industry is the only clear emerging
issue.

The area of potential obstacles for the community colleges, again, presenmd
division. The loss of some type of funding was seen as an important issue to
most of the presidents, though even in this area some presidents ranked this
issue as not important for their respective institutions. it was not the same
presidentwhousedthatrankonallareasinti‘teobstaclesection. The
recruitment of students was seen as an important to moderately important issue
byallthepresidents. Theotherpotentialobstaclesshowagreatdeal ofdivision
with ranks divided among all the choices.

PartTwooffered notrendsamongorbetweenthecolleges. Conclusionstobe
drawn from this information show the diversity of Michigan's community colleges
and their needs and worries. Each of the community colleges in Michigan is a
stand alone institution that does not depend on one another and so it is
reasonable that their concems for the future would be very different Trends
among colleges schools of similar location and size did not emerge in this area
either.

Part Three did not have total participation by the respondents in the sample.
Only thirteen of the sample personally completed Part Three. No one answered
all of Part Three, in each case there was a segment or an area left unanswered.
Funding is an area that those who responded see as a changing issue. There
' again was no pattern or trends as to how they belieVed it would change. Most

91
presidents belbved that the cost of tuition would play a more important role in the

future. Most of the respondents anticipated both a full and part time student
increase in the future and that a faculty increase in the same areas would occur
as well. Most respondents expect a more diversified student and staff population
in the areas of race and age. Projections show an increase in high school
students aMnding as well as an older student population increase. Conclusions
for this segment showed a projected growth in the area of nontraditional students.
Yet programming in this area was not w as an important to even moderately
important issue at all institutions. Conclusions to be drawn from the total
research indicate an aging administrative population who most likely will not be in
their current positions in the projected time frame. The projected demographics
show a change in the population to be served. Yet the programming, as seen by
the current presidents, should remain aimed at serving a very traditional
population and using a traditional delivery system as the most important priority.

The only major change indicated in programming according to the presidents
should be in the areas of economic development and the relationship with
business and industry. However, this relationship will bring many of those
nontraditional students to campus for services in a variety of traditional courses
and life long Ieaming experiences. This change in student population will, also,
bring the colleges more into the communities where they are located and service.
Traditional programming and academic goals will need to be adjusted for this
location changeaswell asfor the populationswhich will beserved.

 

The findings of this research have provided insight into additional areas
worthy of investigation both for the current time period and for future research.
Suggestions for continued research might include looking at the governing boards
of the community colleges, their compositions and background. This research
could help to show what their priorities are and what direction they provide to their
presidents. A more complete profile of the presidents may also provide insight
into the responses for this research, residency backgrounds, academic
achievement and years of accomplishment, other positions held within education
and the community college may also give insightful information.

The information in this study shows an administrative group readying for
retirement. This study might well, be repeated in the projected time frame, ten
years, to determine ifthe priorities ofthe presidents held fast and ifthe new
administrative officers agreed. The study could examine projected demographics
against actual demographics, compare and make projection for the next ten
years(2015).

All of the presidents agreed that economic development and the relationship
with business and industry is and will be an important issue for community
colleges in the future. A study that examined the relationship between community
colleges and their role in their service areas may give insight as to what direction
that relationship make take in the future. Several of the presidents saw that the
relationship with local government as an emerging issue as well.

A study to question the role of the community college in the geographic area

93
that it serves could help to clarify its role, boundaries and responsibilities in the
community that supports it by millage. The participants in this type of research
could involve a sample of the adult population in the service areas not those just
seen as "directly” involved with the community college. Dimctly involved is often
seen as students, employees and those who come to campus; however, since
Michigan community colleges are supported by tax dollars, most adults within the
community are involved. A study of this nature could ask what residents perceive
the role of the college to be and what they want from "their community college”.

SxmmajflunnankuuLandJssues

'Twenty nine is the average age of the 450,000 students enrolled at
Michigan's community colleges."1 The population at community colleges is more
diverse than ever. "More than half of the nation's graduating high school seniors
who go on to college are choosing to begin their higher education at a two year
institution close to home.“

"The demand for technical training programs will grow steadily in the coming
years. The National Center for Education Statistic estimates that the number of
high school graduates will climb 24% to 3.1 million in 2004 from 2.5 million in
1994. This means a bigger pool of potential college students. Moreover, by 1999,
nearly 45% of an estimated 15.3 million students enrolled in colleges and

 

1. Julie Stuglik, "Community College cater to student
needs". W. May 27, 1996, pg A1

2. Stuglik, pg A1

94

universities will be over 24 and more than 70% will work while attending school. A
heightened demand by employers for more skilled workers makes this trend
another permanent, structural change transforming the American economy."3

"Today's community colleges are a reflection of today's society. The original
purposewasto preparestudentsfortwoyeartransfers. Therearesomethatdo
just that . But most have adopted the idea of life long Ieaming.“ The Mad
lungedida seriesofthreearticleson May26,1996. Thisquotecamefrom a
president of a community college in Michigan who did respond to this survey.
The article pointed out several other related facts about community college and
their population; "adults make up over one third of all community college
students, seventy five pemnt attend part time, fifty-eight percent are female,
twenty three percent are minority, about 55 percent of the nation's first college
freshman attend a community college, enrollment at Michigan's community
colleges represent 40 percent of total enrollment at the state's institutions of
higher education, average cost of one year‘s tuition at a Michigan community
college is $1,531."

Michigan has long been a leader in providing education for adults. The state

budget for 1996-1997 as proposed by Governor John Engler, "includes $65

million for adult education- a level of support second only to California's in both

 

3. Dr. Roger Selbert, Editor and Publisher, Fgggre
Egan, No. 841, March 18, 1996, pg 3

. 4. Julie Stuglik, "Schools expanding influence", Spurn
Bend Iripuge, May 26, 1996, pg A4

95
total and per person spending."5 "The national average per person is $2.10,
while Michigan '3 proposed spending is $6.80, California's per person smnding is
the highest at $9.30 and the lowest given in this source was Texas at .50 per
person." 6 The plan that Governor Engler suggest to reform adult education in the
state Michigan "invests $50 million in community and workplace literacy grants to
meet the reading, math, and work readiness needs of Michigan adults. The
grants would be awarded to local workplace development boards that will seek
competitive proposals from school districts, charter schools, community
m, nonprofit organizations and other institutions to provide training."7
Michigan is seeking to change the way adult education is delivered in the state.
"Adult education now is a one size-size—fit all program; the wrong adults are
locked in, the right students are locked out, and virtually no one gets ahead.
Young people who play by the rules, finish school and go on to work, only to learn
that their jobs are threatened by changing mchnology, won't be helped by the
current adult education system because they already have their high school
"a

diplomas.

"Students who drop out at 16 will find sooner or later that they made a mistake.

 

5. John Engler, "Education Adults", DeLrQi; Free
Frees, May 16, 1996, pg 11A

6. State of Michigan, Degrei: Eree Preee, May 16,
1996, pg 11A

7. John Engler, "Educating Adults", Derreit Free
Preee, May 16, 1996, pg 11A

8. Engler, pg 11A

96
Public schools have a prime responsibility to persuade them to complete their

education before they turn 21. Yet the current adult system rewards those who
don't return to school until many years later. That's not fair."9

"Finding a good job takes specific training, and skills that are constanuy rising
to meet the needs of today's high-tech workplace. Doesn't it make sense to
transform adult education into a program that trains students for particular jobs in
fast growing sectors of the economy ?"‘°

Michigan's community colleges need to be part of that transformation. Given
Governor Engler’s proposal and the increased interest in involvement with
business and industry and with local governments, as reflected by this study, it

seemstobeaperfectfit.

Summer!

Michigan's community colleges will not remain locked in the original form as
they were designed in the salty twentieth century. The twenty- first century holds
changes for all sectors of education. As society, the workplace. and its
technological advancement change; the community college will be part of that
process. "For most of the workforce; however, it is still true that the
responsibility for training and retraining falls on the individual. The favorable trend

there is the growing availability of career-oriented education to meet the

 

9. Engler, pg 11A

10. Engler, pg 11A

97

demand."11 Community college are there to help meet that need.

Wills

The purpose of most research is to make a discovery. This research findings
may not necessarily be the findings that the researcher hoped for or projected.
However, this does not lessen the validity of the study. The findings show very
importantly the need for future research and study. Research should reflect what
is and not necessarily what the researcher would hope to find. Research also
allows for the opportunity for further study of the very important component of
the educational system in the state of Michigan, the community colleges. As
stated earlier, today nearly a half of million students attend a community college
in the state of Michigan and that number being nearly 40 percent of the total
higher educational enrollment in the state. Due to many of the factors reported in
this study that number is going to rise. The community college will be there to
support those students now and into the twenty first century as the community
college celebrates its second hundred years.

 

. 11. Dr. Roger Selbert, Editor and Publisher, Fu re
fieeeL No. 841, March 18, 1996, pg 4

APPENDIX A

List and Map of Michigan's Community Colleges

98

PUBLIC COMMUNITY COLLEGES

 

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College

Alpena Community College

Bay Dc Noe Community College
Delta College

Glen Oaks Community Coll,
Gogebic Community College

Grand Rapids Junior Collegc
.Henry Ford Community College
Highland Park Community Collegc
Jackson Community College
Kalamazoo Valley Community Cob
Kellogg Community College
Kirtland Community College

lake Michigan College

Lansing Community College
Macomb Community College

Mid Michigan Community College
Monroe County Community Coflc’
Montcalm Community College
Mott Community College
Muskegon Community Collegc
North Central Michigan College
Northwatern Nlichlgan College
Oakland Community College

St. Clair County Community College
Schoolcraft College

Southwstern Michigan College
Wuhtenaw Community College
Wayne County Community College
West Shore Community College

APPENDIX B

On‘ginal Research Approval

 

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100

MICHIGAN STATE
0 N l v E R s l T Y

lebruary 23. 1996

r0: He Young
142 Oak St.
8110!. HI 39120

as: 123.: ’6-120
TITLI:

.8 STUDY 0' THE FUTURE DIRECTIONS OP MICHIGAN‘S
COMMUNITY COLLEGES AS PBRCBIVBD BY T3313

PRESIDENTS INTO THE TWENTY- FIRST CUTURY
REVISION REQUESTED: NIA
CATEGOEY: leC
APPROVAL DATI: 02/23/96

The university Committee on Ieeearch.lnvol

rgviezw 02m

us or * sub ects-appea tom dequat 1y
iro::§g:: andlm thods to “obtain intgrned r ‘ r .

nauseous :

reosnmts/
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Sincerel

D“:bed

‘ving Human Sub cts' ocarns
%£projectm is complete. I an.pleased to a : Nth: the ’

consent are a
the” UClIns approved this project and.eny rev signs listed

UCRIBB approval is valid tor one calendar you beginning with
the approval date shown above. Investigators plann
continue a project he ond one year must use the green renewal
torn (enclosed with e originals roval letter or when a
pro act is renewed) to seek te certification. There isa

i hzun of tour such wdit renewals ssible. Investigatoig
w s

to continuea ro act beyond the time need
again or complete: rwvg W1

ocam must reviewm rocedures involvingm

subjects. rior to initiation. o: intge change. I: this is done at

the tiueo renewal. pl ease use the een renewal torn-

revise an moapproved protocol at an 0 er time during the

send “ten request to the Chair r. requesting

approval and rgtergncing E2. prgjggz'shigge In d d‘nitl:61 Include
ur re as a escri on o c an

ins!o mntg? consent torgs or advertisements that are applicable.

Should either ot the tollowin arise during the course o: the
work. investigators must noti I m.grouptlyz (l) robleee
(unexpected side ettects coup aints, involving unan
subjects or (2) changes inm research environment or. new
intormation indicating greater risk to the human sub ects than
existed when the protocol was previously reviewed app

we be of any ruture helg lease do not hesitate to contact us
at (517 ’39- 21.0 or tax 5-

(517).

L3:-

171.

vid I. "right. Ph.D.
Ins Chair

cc: flarylee Davis Dr

APPENDIX C

Sample Cover Letter

101

1420 Oak Street
Niles, Michigan 49120
March 7, 1996

Richard Thompson

Chancellor

Oakland Community College

2480 Opdyke Road

Bloomfield Hills, Michigan 48304-2266

Dear Mr. Thompson,

l have not had the opportunity to visit your campus. I do realize the importance
of the community colleges in Wayne and Oakland counties to provide
opportunities that other wise may not be available. I would, also, like to thank you
for your personal support of this project. I am hoping to graduate with the Spring
commencement so your prompt reply will be more than appreciamd.

I am a Ph.D. candidate at Michigan State University in the College of Education,
College and University Administration with an emphasis on the Community College.
I believe that the Chief Executive Officers are best qualified to judge the direction
the community college will take into the twenty first century.

The survey instrument is divided into three parts, your professional background,
the current and projected demographics for your institution and your perception of
the role of the community college in their service areas into the twenty first century.

Enclosed is a statement of confidentiality, a release for information, the survey
instrument and an addressed envelope. Please return the survey as soon as
possible or by March 21, 1996.

Again, thank you very much for your help and interest in this very important
project. I can be reached at (616)683-5102, which is my home phone, with an
answering machine if you have any questions. Do not hesitate to call.

Sincerely,

Mary D. Young
Doctoral Candidate

APPENDIX D
Copy of letter from the Executive Director of the President of the
Michigan Community College Association

 

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102

MICHIGAN COMMUNITY COLLEGE ASSOCIATION

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FAX when“

MEMORANDUM
10: Presidents Committee .
Michigan Continuity College Association
DA‘iE: Jammy 12. 1996
SUBJECT:

Study of the "Fuhtre Directiom of Michigan' s Community
Eoneges" as Perceived by Their Presidents Into the 21st
entury"

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Attachment

APPENDIX E

Instructions for Survey
Statement of Confidentiality

103
W
Thank you again for your participation.

Please use the attached list of terms for clarification and agreement in filling out
your survey.

The first part is dealing with your personal and professional background. Again,
your confidentiality is guaranteed.

The second part is dealing with your perceptions on the futures of the Community
College.

Use the rankings of :

(I) Important

(II) Moderately Important

(L) Low priority

(N) Not an issue for my institution

Each may be used as often as necessary.

Please feel free to add any comments or other areas that you believe are
important.

The third part is dealing with the demographics of your Community College. Use
the enrollment figures for 1994- 1995 academic year. I realize that you may need
your Institutional Research office to assist in this area and for the projection
figures as well.

If you or your office can supply any additional information concerning your
institution, such as view books, fact books, etc.,please included them.

Please retum the survey, your comments and additional materials in the envelope
provided as soon as possible.

104
Wight!

The information given in this survey in any part of this survey will not be
released by name or location of the respondent.

I request a executive summary of this report.

 

Name

 

Date

APPENDIX E
Definitions of the Functional Areas of the Community College

105

To be used for clarification and agreement on survey instrument

 

__ f _ , .
Commun'ny College

The source for these towns was the W
Century Study done by the Eastern Iowa Community College District.

1."anl P l 'l

The Transfer Curriculum, also known as College-Parallel or College-Preparatory,
was the first curriculum/program to be offered in the community college. The
courses in this curriculum are traditionally recognized as the first two years of a
four year/baccalaureate degme, and are typically designed for transfer to a four
year/senior institution. These courses are generally recognized as above 100 level
and below 300 level courses in the college mtalog.

2an

This function collectively represents all credit occupational, vocational, and
technical studies at the community college. Originally conceived as an essential
component of " terminal study"(education for students who would probably not go
on to further studies) career education in the community college designed to teach
skills more complicated than those taught in high schools. These studies may
terminate in a certificate, diploma or associate of applied science, and are
generally designed to lead to entry level employment in a chosen career field.

3. IE 'nlri'l'

The W component of the curriculum contributes to the
development of reasoning, thinking, and analytical individuals whose historical
perspective; appreciation of the arts; understanding of people, organizations and
the natural environment: and ability to communicate allow them to become
contributing members of society. Within this framework, the General Education
component also provides much of the scientific and theoretical base for students
pursuing degrees not only in the arts and sciences but also in occupational or
technical fields.

General Education incorporates the skills cited below in Critical Literacy and
commonly includes the humanities, the arts, communication and language, the
. sciences and mathematics.

106

erflgaLLiLeragy for the Year 2000 goes beyond basic proficiency in reading, writing
and arithmetic to include those skills essential for a fulfilled public and private life
as well as successful movement through a career which will become increasing
more sophisticated and demanding. For the first time in history, a majority of all
new jobs in the year 2000 will require post secondary education. As the society
becomes more complex, the amount of education and knowledge needed to
succeed will become greater with employers demanding more skill in decision

making, problem solving, adapting to change and working with others.

Critical Literacy will contribute to these necessary skills through the development of
the individuals's ability to reason, compute, analyze, debate, make judgement, and
communicate using both the written and spoken word. integral to Critical Literacy
will be a better understanding of human and organizational dynamics; the dynamics
of an increasing multicultural society; and the global economy.

4.!” IE |.. El |'

Adult and Continuing Education refers to an organized program of credit and non-
credit education provided for the benefit of and adapted to the needs of persons in
adult roles. Adult education is designed to provide opportunities for adults to meet
their individuals personal, professional, or cultural needs. Adult and Continuing
Education may include( but is certainly not limited to ) programming in the areas of
Home and Family, Personal Development, Food Preparation, Finance, Wellness,
Crafts and Hobbies, and the Humanities/Fine Arts.

5.I|'l!!ll' [BIN

Individual vocational courses of 120 hours or less, commete in themselves and
designed for the specific purposes of training persons for employment, upgrading
the skills of persons presently employed, and retraining for persons for new
employment. Offerings in this area may be general offerings to the public or
specific customized training programs for industry. Course may include Business
specific, investment, Computers, Food Service, Health, Professional Development
and Industry Training(CNC, Robotics, Statistiml Process Control, Asbestos
Worker).

6W

Development Education refers to an organized program of study designed to meet
individual needs of students to enable them to improve their skill levels to the
degree that they may successfully achieve their academic, life, or employment
goals. Developmental programming may include course offerings in ABE/GEDlhigh
school completion, English as a Second Language, and Job SeekingICounseling,

107

as well as many other basic skills interventions.

1W

Student support services are those college support activities which address a
student's need for access to the college, for support while enrolled, and for
transition from college to continued education and employment. Student
development and success are enhanced through a collaborative effort with
instructional counterparts. Service areas may include admissions, assessment,
orientation, advising, counseling, registration and records, career development,
financial aid, child care, health and wellness, Ieaming assistance(tutoring,
developmental studies), human and personal development, special population,
(special needs, multicultural and women's programs) and job and transfer
placement.

 

Student activities and programs compliment amdemic programs to enhance 3
students' overall educational experience through exposure to and participation in
cultural, recreational, social leadership, government, athletic and intellectual
programs. These programs provide an opportunity for individual student growth,
community involvement, and the development of campus spirit and environment.

 

...to increase the prosperity and opportunity for the citizen by providing leadership,
assistance, and coordination in the creation and retention of jobs and the
diversification ofthe area's economy. This is accomplished through developing and
enhancing strong working relationships with local, state and regional economic
development agencies, government leaders and business and industry leaders
throughout the are.

Some services included customized training programs, technical training,
marketing assistance, and various programs and counseling services to help new
and existing business in planning and development

108

10W

Community ServiceIPublic Relations involves the dissemination of information

regarding district activities to the public via press releases, advertising or other
means: i.e., speaking engagements, video tapes, printed materials and brochures,
and conferences. Also, involved is the coordination of special projects that involved
public opinion. Frequent communication with legislators and other key personnel in
Washington, DC, keep public current on funding opportunities; coordinates
activities that would benefit education in the state legislature and Congress; and
insures the college meets guidelines for grant application and usage of funds.

11W

Articulation is the coordination of programs between educational institutions so that
students can progress without duplication of time, effort, or expense. One common
type of articulation is advanced placement which allows high school graduates the
opportunity to receive college credit for competencies mastered at the secondary
level. They are then permitted to enroll in advanced level college course. Another
type of articulation is the waving of prerequisites of course requirements for college
programs based on the successful completion of designated high school
competencies. Other common types of articulation include: the coordination and
sharing of faculties, facilities, and equipment; joint program planning and
development; combined enrollments between secondary and post secondary
schools; and enrichment programs which allow high school student to attend
college classes.

Articulation prevents unproductive repetition of instruction between secondary and
post-secondary schools, provides saving of time and money for students by
eliminating the need to repeat coursework, provides recognition through advanmd
standing or college credit, provides more course options to accommodate students'
special needs and interest, serves as a career exploration strategy for students,
and allows for better use of facilities and resources.12

 

1. "John T. Blong, Chancellor, "2020 Vision: The EICCD
Moves into the let Century", ERIC Document; ED327249,

pg 31

APPENDIX G

Copy of the Survey Instrument

109

W
totem
WM

Surge!
EABLQNE

Please correct all information, if necessary.
Name: David C. Briegel
Community College: Southwestem Michigan College
58900 Cherry Grove Road
Dowagiac, Michigan 49120
(616)782-51 13
Check and comdete in all that apply:
Educational Background
Ph.D. Field
Ed.D. Field
Masters Field
_Bachelors Major Minor
Associate Type
Total Work Experience:
Years in Education Years total at Community Colleges

Years in Human Services

 

_Years in Business _Years in Government
_Years in the Military Branch Rank
Current Experience:

_Years at current position

Years at Southwestern Michigan College

110
W

Please met free to note additional concerns and make comments in each of
the categories.

Prioritize the following functions by ranking them as to importantu),
moderately important(M), low priority(L) or not an issue for my institution(N)
in the blanks provided. Each may be used as often as needed.

135 MM
MAD

Transfer and college parallel
curricula

Occupational and career parallel
curricula

General Education and Critical
Literacy

Adult and Continuing Education

_ _ Developmental Education, Adult
Basic Education, High School Completion,
Graduate Equivalency Diploma

Student support services and Student
activities

 

Economic Development programming for
business and industry

Community Services‘
_ __ High School programs and articulation

Financial Aid Resources

5):

Comments.

 

1 Services to the community other than economic; open
houses, community awareness days, etc.

111
Prioritize the following W by ranking them as to
important“), moderately importanuM), low priority(L), or not an issue for my
institution(N) in the blank provided. Each may be used as often as needed.

A. Develop and implement programs and services for special population;
elderly, high risk, gifted, dislocated/displace workers.

B. Educating the public on local, national and international trends as
related to culture and the fine arts.

C. Recruit representative community action committees to research and
present programming and activity needs to the college.

D. Develop flexibility in course delivery systems; utilize blecourses,
correspondence, computer assisted instnrcticn, community based
courses.

E. Develop on campus community based programs;

E1. Health clubs,

E2. Museums,

E3. Child care facilities.

E4. Others

F. Be an active partner with local government in the services areas in
community planning.

___G. Others:

Comments:

112

Prioritize the following W by ranking them as to
important(l), moderately important(M), low priority(L) or not an issue for my
institution(N) in the blanks provided. Each may be used as often as needed.

A. The provisions of lifelong Ieaming to the community should be a
central focus; intergeneraticnal, multicultural, experiential, and training
and retraining.

B. Develop and maintain outcomes based curricula designed to be
responsive to student and community needs.

C. Recruit, orient, develop, and retain quality and diverse faculty, staff,
and administrators on order to provide excellence in teaching.

D. Adapt to students' individual levels and needs, helping them meet their
full Ieaming potential.

E. Strengthen and expand traditional programming in arts and science
and vocational technical areas.

 

F. Develop an Honors prograrrucourses.

G. Integrate international education into existing curricula; develop
emphases on global issues.

I. Evaluation of new career training

H. Others:

Prioritize the following - _. ' : ' ' , 2
MW ranking them as to importantfl), moderately
important(M), low priority(L) or not an issue for my institution(N) in the
blanks provided. Each may be used as often as needed.

 

A. Develop and maintain an organizational structure that ensures that
decisions are made at the lowest appropriate level and that decisions
and responsibilities are communicated for effective implementation.

B. Providing a sound financial base by developing and maintaining
effective relationships with the public and private sectors.

C. Damp a comprehensive evaluation model for determining and
monitoring institutional effectiveness.

 

D. Be an active partner in defining community and business needs and
assisting in the development of solutions.

E. Maintain an organizational environment that encourages initiative, risk
taking, and individual responsibility at all levels.

F. Utilize community members, staff, faculty, and business/industry to
assist in environmental scanning to identify emerging trends.

G. Provide for systematic, cyclical program evaluation with continuous
monitoring of certain critical indices(enrollments, costs, etc).

H. Others:

114
Prioritize the following W ranking them as to
importantfl), moderately important“), low priority(L) or not an issue for my
institution(N)in the blanks provided. Each may be used as often as needed.

A. Develop a comprehensive student tracking system that allows
students to see their progress on a regular continual basis.

B. Provide opportunities through coursework, forums and student activities
for multicultural understanding and appreciation.

_C. Provide accessible and emotive support services;
_C1. Tutoring

_CZ. Child Care

_CS. Academic Counseling

__C4. Employment Counseling and Referral

_C5. Personal Counseling and Referral

__C6. Transportation Networks

D. Involve students of diverse backgrounds in student government,
leadership, and activities.

E. Increase reciprocal agreements with other community colleges.

F. Develop programs with extended evening and weekend hours with
complete support services.

___G. Others:

Prioritize the following _ ' . , '
Manx—College by tanking them 88 to ilhportentll). rhooereteiy
important(M), low priority(L) or not an issue for my institution(N) in the
blanks provided. Each may be used as often as meded.

 

A. Provided training and consulting services to business and industry.

8. Develop and maintain community and economic development
partnerships.

C. Act as resource and an example of sound environmental practices.
D. Promote training and counseling opportunities for small business.

E. Organize community forums for the discussion of political,
environmental and other community concerns.

F. Designate an access cenbr and a facilitator in every community in the
service area.

G. Others:

116

Prioritize the following potential obstacles to the Wilma by
ranking them as to important“), moderately importantfll), low priority(L) or
not an issue for my institution(N) in the blanks provided. Each may be used
as often as needed.

A. Loss or Reduction of State funding

B. Loss or Reduction of Local property tax(millage) support

C. Loss or Reduction of Private donations

D. Problems with recruitment of Full Time Faculty

E. Problems with recruitment of Part Time Faculty

F. Problems with recruitment of Students

G. Loss or Reduction of Federal Funding(Student Loans, Pell Grants etc,)

H. Problems with the linkage between four year schools and the community
colleges

 

l. Problems with the linkage bem local school districts and the
community college

J. Lack of support from the Community beyond financial

K. Other(s):

1 17
EABIIHBEE
W
Use figures from Fiscal Year 1994» 1995
Eunleng
Percentage (%) of General Operating Fund

mm
MAD

Millage(Property Tax)
State Aid
State Grant
Direct Federal Aid2
Indirect Federal Aid3
Tuition: In District
Out District
Out Statellntemational
Miscellaneous Fees

Other

1'.le 1 00%

 

1 00%

2 Funds from the federal government directly for general

fund

3 Funds from the federal government for Pell Grants,

Student Loans, and other funding

118

Eaeulty
Please list the number and projected numbers for the category lismd:

 

129.5 Emission
MD
Number Full Time Faculty
Full Time Faculty
Male __
Female

Race of Full Time Faculty( Percentage of Total)
White

Black] African-American

Hispanic

Asian

Native American

Other

Age of Full Time Faculty(Percentage of Total)
Less than 25 years old

25 to 40 years old

41 to 55 years old

56 to 70 years old

70 years plus

119

W
Highest Degree Earned(Percentage of Total)

1% W 2095M!
Ph.D.] Ed.D.

 

Percentage of Total Faculty with type of Experience
19.95 Bromine zoom:

Previous Collegiate
teaching experiencef
Previous Collegiate
Administration experience
Previous K-12 teaching

expenence

Previous K—12 administration
experience

Government service5

Social] Human Service6
Military

Business! Industry

First time Employment7

 

4Include graduate or teaching assistant experience

5 Federal, State or Local government positions

6 Include private and public non profit agencies

7Person who came to the community college for a teaching
position directly from their four year institution

120

Number of Part Time Faculty
1225 ELM
MAD
Part-time Faculty
Male _
Female _—

 

Race of Part Time Faculty(Percentage of Total)
_ White _
Black! African American
Hispanic

Asian

Other

Age of Part Time Faculty (if known and available)
(Percentage of Total)

19.9.5 Elm
MAE

Less than 25 years old
25 to 40 years old
41 to 55 years old
56 to 70 years dd

70 years old plus

121

Students

Full Time Students
199.5 emu
2995M
_ Number of Full Time Students8 __
__ Male _
Female _

 

Age of Full Time Students(Percentage of Total)
Younger than 18 years old

18 to 25 years old

25 plus years old

Race of Full Time Students(Percentage of Total)
White

Black! African American

Hispanic

Asian

Native American

Other

Comments;

 

8 Unduplicated headcount

122

Part Time Students
12% mm
MEAD
__ Number of Part Time Students _
_ Male _
Female

 

Age of Part Time Students (Percentage of Total)
Younger than 18 years old
18 to 25 years old

25 plus years old

 

Race of Part Time Students(Percentage of Total)
White

Black/African American

Hispanic

Asian

Native American

Other

APPENDIX H

Statistics for Table 1A

123

Statistics for Table 1A

Years and Type of Experience for the Presidents of Community Colleges in
Michigan as reported by the Respondents(1995)
N=18

Mean for years of Service in Education: 32.11
Mode for years of Service in Education: 36
Median for years of Service in Education: 33
Range for years of Service in Education: 41 to 25

Mean for years at Community Colleges: 25.94
Mode for years at Community Colleges: 31
Median for years at Community Colleges: 28
Range for years at Community Colleges : 34 to 8

Mean for years at current Community College: 17.25
Mode for years at current Community College: 8
Median for years at current Community College: 16.25
Range for years at current Community College : 30 to 1

Mean for years at current position: 8.25
Mode for years at current position: 10, 7, 6
Median for years at current position: 8.5
Range for years at current position: 21 to 0

APPENDIX I

Comments on Tables by reporting Community College Presidents

124

Comments on Tables by reporting Community College Presidents

Note: all comments were taken as the Presidents wrote them

Table 2 comments: Functions of the Community College 1995

- "all have become important community college function."

- " there will be more emphasis on certification of specific skills than degree."

- "adults will be in school throughout their working career.”

- "adult ed. and hs completion is an emerging issue in MI."

- "all are "I" with economic development moving from 10% of current activities, $
levels to 40%."

Table 2A comments: Functions of Community College 2005

-re B "more important than today"
-re E " more important in 2005."
-re G " very important in future."
-re J " increased importance.”

Table 3 comments : Instructional Goals

- questioned the ranking
- re A "includes elements I would note rate individuality as an 'I"
" oxymoronic phrasing"
- re A, B, C "this is pretty fundamental stuff "I" of course"
- re E "drop and add rather than expand
"not sure what these words connote"
”our approaches to these areas will become more "difficult" each year"

-re F "already exists
-re G " a rather simple notion based on the presumption that one can exclude

international anything from introductory coursed in a variety of disciplines."
-re l " not sure of what this means."

125

Table 4 comments:
Administrative and Institutional Goals for the Community College

- "all have been implemented at my institution"

- "I believe that "A" could also rate and"l", but I question the 'Totality" of the
concept, thus my choice of "".M

- re E " hard to do"

Table 5 commute: Student Services Activities

- " all boiler plate except as noted"
-re B Multicultural understanding and appreciation- " this is the only dimension of
diversity which significant ?"

-re CB "advising not counseling"

-re CB " difficult to do"

-re D "students themselves decide to participate or not. "

-re E " good idea, difficult to implement."

-re F " as complete as warranted by the number served."
" we have a weekend college...need to develop complete support services."
" complete support service—questionably necessary 7?"

Table 5 comments: Community Programs

- "Boiler plate "I"- on all"

We have to be careful to "Wt We have
to resist temptation to try to be all things to all people."

- re G "others integrate all of the above with academic programming."

Table 7 comments:
Community and Business Activities for the Community Colleges

- "We serve and offer educational programs at five extension center-90 to 100
miles away from the main campus. however, we keep ties and contacts with
every community in our college district and service areas."

-" This is the "expansion ports" for 003 in the late 90's and next century."

—re F " this would be ideal—but not affordable"

126
Table 8 comments : Potential Obstacles to the Community College

-re D "important but not a problem."
-re E "only a problem in some technical areas like computers."

-ne J " very important"

APPENDIX J
Tables QC, 90, 9E, 9F, 96, 9H and 9|

127

Table 9C:

Funding for the Community College as reported by the responding
Community College Presidents in Michigan (1995)

Direct Federal Aid: in percentages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community College 1995 2005
c 2 2
AA 1 1
v .99 1
N 5 -
K .1 1
T 1 o
E o o
z

r o 0
Y - -
w - -
Q o o
A - -

 

* Letters represent the Community Colleges

128

Table 90:

Funding for the Community College as reported by the responding
Community College Presidents in Michigan (1995)

Indirect Federal Aid: in percentages

 

 

 

 

 

 

 

 

 

Community College 1995 2005
V 15.18 5
l 7 5
N 5 3
E 5 5
K - -
AA _ -
C - - not part of general fund
T - - accounted for in
restricted
funds

 

 

 

 

 

 

 

 

 

>O§<N

*Letters represent the Community Colleges

 

129

Table 9E:
Funding for the Community Colleges as reported by the responding
Community College Presidents in Michigan (1995)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tuition In District: in percentage
Community College 1995 2005
V 27.62 31
W 26.7 25
I 22 20
K 20.3 22
N 20 20
Y 18 higher %
AA 16 18
Z 15 18
T 14.1 17
Q 13 15
E 10 10
C Gave both in and out 31 31

district tuition

A Gave both in and out 34 40
district tuition

 

 

 

 

 

*LeMrs represent the Community Colleges

130

Table 9F:

Funding for the Community College as reported by the responding
Community College Presidents in Michigan (1995)

Out district Tuition: in percentages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community College 1995 2005

N 10 10

Y 9.9 higher "lo

I 9 14

K 6.8 8

T 6.7 8

AA 5 5

E 4 4

W 3.5 1

Q 3 3

Z 2 3

v - -

C Gave both in and out 31 31
district tuition

A Gave both in and out 34 40

district tuition

 

 

 

 

 

*Letters represent the Community Colleges

131

Table 96:

Funding for the Community College as reported by the responding
Community College Presidents in Michigan (1995)

Out State! International Tuition: in percentages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community College 1995 2005
Z 5 6
Q 2 2
AA 2 2
E 1 1
W 4 0
Y 3 .3
T 2 .5
K .. ..
l O 0
N - -
v - -
C - -
A .. -

 

‘Letters represent the Community Colleges

132

Table 9H:

Funding for the Community College as reported by the responding
Community College Presidents in Michigan (1995)

Miscellaneous funding: in percentages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community College 1995 2005

Z 6 10

W 5.8 5

Y 4.4 increase particularly for
computer and building
maintenance

T 3.2 5

Q 3 3

AA 2 2

V 1.25 1

E 1 1

K .. ..

| _. _.

N .. ..

C .. ..

A - -

 

 

 

 

 

*Letters represent the Community Colleges

133

Table 9|:

Funding for the Community College as reported by the Community College
Presidents in Michigan (1995)

Other Funding: in percentages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community College 1995 2005
Z 7 10
T 2.7 2.5
K 2.3 1 .7
W 2.1 2
Y 2.1 2
Q 2 2
AA 2 2
V 1.24 1

l 0 4
C — 1

E .. ..
N .. ..
A - -

 

 

 

 

 

*Letters represent the Community Colleges

APPENDlX K

Tables 10, 10A. 108. 10C, 100, 10E, 10F and 10G

Table 10:

The Number of Full Time Faculty as reported by the responding Community

134

College Presidents in Michigan (1995)

 

 

 

 

 

 

 

 

 

 

 

 

F-12 (22%)

 

Community College 1995 2005
N 350 425
M-200 (57%) M-250 (59%)
F150 (43%) F475 (41%)
C 203 220
M-108 (53%) M-110 (50%)
F-95 (47%) F-110 (50%)
AA 160 180
Ill-80 (50%) M-90 (50%)
F-80 (50%) F-90 (50%)
Y 110 About the same
M-68 (62%) Stay the same
F-42 (38%) Will increase
I 107 98
M58 (54%) M-53 (54%)
F-49 (46%) F-45 (46%)
K 100 No Projection
M-49 (49%)
F-51 (51%)
T 99 NIA
M—62 (62%)
F-51 (51%0
V 91 100
M-58 (63%) M-50 (50%)
F-33 (37%) F-50 (50%)
Q 55 60
M43 (78%) M-45 (75%)

F-15 (25%)

 

 

135

 

 

Table 10 continued: 48 55
A M-31 (64.5%) M-35 (63%)
F-17 (35.5%) F-20 (37%)
Z 46 50
M27 (58%) M-30 (60%)

 

 

 

 

 

F-19 (42%) F-20 (40%)

E 34 36

M-21 (61%) M-21 (58%)
F-13 (39%) F-15 (42%)

W NIA Likely to remain
substantially the same,
owing to impact of
technology on teaching

 

*Letters represent the Community College

Comment: " Within ten years 45% of faculty will be retiring. "

 

Table 10A:

The Number of Part Time Faculty as reported by responding Community

136

College Presidents in Michigan (1995)

 

 

 

 

 

 

 

 

 

 

 

 

F-57 (45.6%)

 

Community College 1995 2005
N 700 400
M-520 (74%) M-250 (62.5%)
F-18O (26%) F-150 (37.5%)
AA 300 350
M-150 (50%) M-175 (50%)
F- 150 (50%) F-175 (50%)
C 300 300
Y 284 Same
M-171 (60%) Less
F113 (40%) More
I 275 315
M—165 (60%) M-173 (55%)
F-110 (40%) F-152 (45%)
K 223 No Projection
M-134 (60%)
F- 89 (40%)
Q 146 150
M-77 (52%) M-75 (50%)
F-69 (48%) F-75 (50%)
Z 127 175
M-59 (46%) M79 (45%)
F- 68 (54%) F-96 (55%)
V 125 150
M68 (54.4%) M-75 (50%)

F-75 (50%)

 

 

 

 

137

 

 

 

 

 

 

 

Table 10A continued: 120 -
T M-57 (47.5%)
F—63 (52.5%)
A 100 125
M60 (60%) M-70 (56%)
F-4O (40%) F- 50 (46%)
E 27 55
M-14 (51%) M-15 (27%)
F-13 (49%) F-4O (73%)
W Varies with term -

 

*Letters represent the Community Colleges

 

 

 

138

Table 10B:
Educational Background of Full Time Faculty as reported by responding
Community College Presidents in Michigan (1995)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

in percentages
Community Ph.DIEdD Master Bachelor Associate Other
College 1995 2005 1995 2005 1995 2005 « 1995 2005 1995 2005
Q 26 26 66 66 9 8 1 0 0 0
AA 20 25 75 70 4 4 1 1 - -
Z 17 20 55 60 26 15 0 5 2 0
l 17 15 81 79 9 4 No - -
infor No
. I'

W 17 No 80 No 3 No

different different dmm

than than than

current current current
Y 14.5 Not 78.2 about .9 same 2.7 decrease 2.7 decrease

required same
T 10.1 NA 78.79 NIA 1 1 .1 1 NIA - - - -
C 10 10 80 90 10 - - - - -
A 10 10 80 80 10 10 - - - -
V 10 15 60 65 25 20 5 0 - -
N 8 10 60 80 30 9 2 1 - -
K 4 No 87 No 6 No 0 - - -

P . I' P . I' P . l'
E 3 11 76 NIA 17 NIA 3 NIA - -

 

 

 

 

 

 

 

 

*Letters represent the Community Colleges

 

Table 10C:

The Age of Full Time Faculty as reported by the responding Community

139

College President in Michigan (1995)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

in percentages:
Community Less than 25 25m40 41 to55 56to70 71 plus
W W
1995 2005 1995 2005 19952005 1995 2005 19952005
Q 0 0 16 16 60 70 25 15
E 0 0 40 45 50 50 10 5
v 0 0 11 25 44 45 45 30
l 0 0 14 10 57 54 36 34
c 0 0 17.5 20 60.5 65 22 15
N 2 5 40 55 18 10 40 30
Y 0 0 12.7 51.6 35.5
Increase 0003886 0803380
T 0 0 5.1 NIA 67 NIA 27 NIA
K 0 NIA 26 NIA 54 NIA 18 NIA
NIA 10-20% NIA 10—2096 NIA 10-20% NIA 10-20%
Growth Growth Growth Growth
AA 2 2 23 25 50 50 25 23
A 0 0 12 16 75 64 12 16
z 0 0 24 30 63 38 13 30 0 2

 

 

 

 

 

 

 

‘Letters representthe Community College

 

 

 

Table 100:

140

The Age of Part- Time Faculty as reported by the responding Community
College President in Michigan (1995)- in percentages

Note: no projections for 2005 given

 

 

 

 

 

 

Community Less than 25 25 to 40 41 to 55 56 to 70 71 plus
001er years
T - 26.83 51.22 18.29 3.66
Y - 27 51 18 2
2 No age
data given
K 1 32.6 56 10 .4

 

 

 

’Letters represent the Community College

Table 10E:

 

 

The Race of Full time Faculty as reported by the responding Community
College President in Michigan (1995) - in percentages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community White African Hispanic Asian Native Other
College American! American
Black

1995 2005 1995 2005 1995 2005 1995 2005 1995 2005 1995 2005
E 100 100
V 97.8 90 0 3 2.2 3 0 1 0 3
Q 96 94 0 1 0 1 2 1 2 1
Z 96 90 O 2 2 2 0 2 ' 2 O 0 2
T 95 NIA 3 NIA 1 NIA 0 NIA 0 NIA
A 95 85 0 5 0 5 0 5 5 0
l 95 89 5 8 O D O O 0 O
C 90 80 5 10 2 5 2 2 1 3

89 NIA 8 NIA 1 NIA 2 NIA O NIA

89 will 4 will 0 will 4 will 3 will

decrease increase increase increase increase
N 80 65 5 10 2 1 O 1 5 .01 2
AA 75 70 20 20 2 4 3 6 0 0

- W NIA NIA NIA NIA NIA

 

 

 

 

 

Table 10F:

141

The Race of Part Time Faculty as reported by the responding Community
College President in Michigan (1995)- in percentages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community White African Hispanic Asian Native
College American! American
Black

1995 2005 1995 2005 1995 2005 1995 2005 1995 2005
A 100 100
E 100 96 0 2
v 99 95 1 1 0 1 0 3
Q 96 93 5 2 2 2 0 1.3 1 1.3
2 95 90 2 3 1 3 2 2 - 2
K 94 NIA 3 NIA 2 NIA 1 NIA - -
Y 94 DOCTGGSO 2 Increase 1 Increase 2 Increase 1 IHCTBBSG
l 93 90 5 6 - — 1 1 1 1
T 91.67 NIA 5 6 NIA 2 5 NIA NIA NIA — -
N 90 70 5 20 2 5 - -
w 65 65 6 6 4 4 3 3 - -
AA 75 70 20 20 3 6 0 0

 

*Letters represent the Community Colleges

 

 

 

142

Table 106:

The Work Experience of Full Time Faculty as reported by the responding
Community College President (1995)

in percentages

Note: only 2 responded to this section

 

 

 

 

 

 

 

 

 

 

 

 

 

Expensnce Community

Co||e96

A V

1995 2005 1995 2005
Previous college 75 75 65 75
teaching
Previous college 5 5
administration
K-12 teaching 10 45 45
K-12 5 5
administration
Govt service 5 5
Social/Human 5 5
Services
Military 15 10
Business 15 25 55 70
1st time 5 5
employment

 

 

" Lem represent the Community Colleges

Comment: Not known , most have some private sector and/or public sector
experience. About 1I3 of the males have military experience.

College Y " All new hires will have previous teaching experience"

 

APPENDIX L

Tables 11, 11A, 11B, 11C, 11D and 11E

Student
Table 11:

The Number of Full Time Student as reported by the responding
Community College President in Michigan (1995)

143

 

 

 

 

 

 

 

 

 

 

 

in percentages

Community College '1995 2005

W 9780 No Projection
lit-4570 (46.7%)
F-5210 (53.3%)

N 7000 12,000
M-3150 (45%)
F-3850 (55%)

C 3131 3200
M-1284 (41%) M-1312 (41 %)
F-1847 (59%) F- 1800 (59%)

AA 3000 3000
M-1300 (43.3%) M-1300 (43.3%)
F-1700 (56.7%) F- 1700 (56.7%)

K 2433 No Projection
M-1046 (43%)
F-1387 (57%)

Y 2328 About the same
M-1091 (46.8%) Stay the same
F-1237 (53.7%) increase

I 1561 No Projechon
M—624 (40%)
F-937 (60%)

V 1450 1595
M-590 (41%) M-638 (40%)
F-860 (59%) F-957 (60%)

 

 

 

144

 

 

 

 

 

 

 

Table 11 continued: 1341 1500
T M-648 (48%) M- 700 (46.6%)
F— 693 (52%) F- 800 (53.4%)
Q 1068 1120
M-473 (44%) M-498 (44%)
F- 595 (56%) F- 623 (56%)
Z 798 1000
M-354 (44%) M—400 (40%)
F-435 (56%) F- 600 (60%)
E 694 800
M-312 (45%) M-360 (45%)
F-382 (55%) F- 440 (55%)

 

*Letters represent the Community Colleges

 

Table 1 1 A:

The Number of Part Time Student as reported by the responding

145

Community College President (1995)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community College 1995 2005
W 40, 169 NIA
M-15,559 (38.7%)
F- 24,610 (61.3%)
N 12, 000 14, 000
M-5400 (45%) M-7700 (55%)
F- 6600 (55%) F- 6300 (45%)
AA 8000 1 1 , 000
M6500 (43.7%) M-5000 (45%)
F- 4500 (56.35) F- 6000 (55%)
Y 7085 Should increase
M-2740 (38.7%) Increase slightly
M4325 (61.3%) Increase more than males
K 6579 MIA
M-2237 (34%)
F- 4342 (66%)
C 6354 7000
M-2605 (41%) M-2870 (41%)
F- 3749 (59%) F- 4130 (59%)
l 5551 NIA
M-2220 (40%)
F- 3331 (60%)
T 3173 5000
M-1941 (42.9%) M-2000 (40%)
F- 2573 (57.1%) F -3000 (60%)
Q 2787 2883
M-1125 (41%) M-1181 (41%)
F- 1625 (59%) F- 1731 (59%)
V 2487 4974
M-1012 (40%) M-1990 (40%)
F-1475 (60%) F- 2984 (60%)
Z 1762 2500
M- 572 (32%) M-800 (32%)
F- 1 190 (68%) F-1700 (68%)
E 455 600
M-164 (36%) M-220 (36.6%)
F- 291 (64%) F- 380 (63.4%)

 

‘Letters represent the Community Colleges

 

146

Table 118:
The Age of Full Time Student as reported by the responding Community
College President in Michigan (1995)- in percentages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CommunityColMe Lessthan18years 18t025years 25plusyears

1995 2005 1995 2005 1995 2005
Q 2 5 60 55 38 40
E 5 5 65 60 30 35
V NIA 2 NIA 88 NIA 10
l - NIA 45 NIA 55 NIA
C 25.6 NIA 31 .8 NIA 42.6 NIA
N 5 10 20 30 75 60
Y 5 5 81 81 14 14
T .5 1 91 86 8.5 13
K 4 5 78 78 18 17
W 46.6 NIA 39.6 NIA 5.9 NIA
AA 10 10 60 60 30 30
Z 0 3 80 77 20 20

 

 

 

 

 

*Letters represents the Community Colleges

147

Table 110:
The Age of Part Time Student as reported by the responding Community
College President in Michigan (1995) - in percentages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CommunityCoIege Lessthan18years 18t025years 25yearsplus

1995 2005 1995 2005 1995 2005
Q 3 5 60 55 37 56
E 2 2 30 30 68 68
V WA 5 NIA 20 NIA 75
l 2 NIA 32 MA 66 NIA
N 5 8 10 12 85 80
Y 2 2 42 42 56 56
T 2 2 42 46 56 52
K 2 3 34 32 64 65
W A8 mported 53.4 NIA 60.4 NIA 94.1 NIA
AA 10 NIA 30 NIA 60 NIA
Z 3 10 37 30 60 60

‘Letters mpresent the Community Colleges

Comment: "Average age of students is 26.9, expect that to increase."

Table 1 1 D:

148

The Race of Full Time Student as reported by the responding Community

College President in Michigan (1995)- in percentages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community White African Hispanic Asian Native Otter
College American! American
Black
19952005 19952005 19952005 19952005 19952005 1995 2005

Q 97 95 1 2.5 1 2 <1 <1 <1 <1 <1 <1

V 96.2 94 .9 1 1 1 - 1 1.9 3 - -

E 93 93. 2 2 .3 .3 7 .7 1.5 1.5 .3 .3
Foreign
Student

I 91.3 NIA 4.4 NIA 4.3 NIA

Y 91 3 increase 1Fastest 2 Fastest 1Fastest 2 NIA

Decrease Growing Growing Growing Non

resident.
alien
unknown

K 88 NIA 6 NIA 3 NIA <1 1 1

T 88 83 6 7 1.5 7 .6 1 .7 1 3 .05

N 85 65 8 20 3 10 2 5 2 NIA

C 84.1 80 8.8 10 4 6 .7 1 .8 2 - 1

z 62 75 11 12 2 4 1 1 1 3 3 5

AA 79 70 13 16 3 6 4 8 1 1 0 0

W 31.7 NIA 27.6 NIA 25.7 NIA 27.6 NIA 32.7 NIA - -

As

reported

 

'Letters represent the Community Colleges

 

Table 11E:

149

The Race of Part Time Student as reported by the responding Community

College President in Michigan (1995) - in percentages

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community White African Hispanic Asian Native Other
College American! American
Black

1995 2005 1995 2005 19952005 1995 2005 1995 2005 1995 2005
Q 97 96 1 2 1 1 <1 <1 <1 <1 <1 <1
V 96.2 94 .9 1 1 1 - 1 1.9 3
E 93 93 .2 .2 .2 2 7 .7 1.5 1.5 3 .3
I 90 NIA 4.9 NIA 5.1 NIA
Y 90 4 Slight 1 Increase 1 Increase 1 Same 2 Same

Decrease Increase
Z 88 86 7 7 2 3 1 1 1 2 1 1
K 87 NIA 9 NIA 2 NIA 1 NIA 1 NIA <.5 NIA
T 87 86 9 6 2 4 3 .04 1 1.2 1.7 2
N 80 70 8 15 3 8 2 5 2 2
AA 80 70 13 16 4 8 3 5 1 1
W- as 88.3 NIA 72.4 NIA 74.3 NIA 74 NIA 67.3 NIA
reported

 

*Letters representtheComnmnity Colleges

 

 

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