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Author: Andrew James Crookston
Publisher:
ISBN:
Category :
Languages : en
Pages : 119
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Book Description
Economic activity in the United States continues to be spatially compressed into urban and suburban agglomeration economies. As a result of this spatial compression, rural economies across the United States are experiencing distance-based frictions that put them at a competitive disadvantage with their urban and suburban counterparts. This competitive disadvantage has led to a number of problems in rural communities, such as high unemployment, high poverty, and population loss. Policymakers, researchers, and other stakeholders in rural communities are exploring numerous measures to promote economic development in rural communities. There are many vital components to economic development. Scholars generally agree that adequate levels of local human capital must be in place before regional economic development can occur. Although human capital is widely believed to be a necessary component of economic development, there has been little research that has explored whether or not investments in higher education benefit rural economies and populations. Education in the rural setting is a complex issue. On the one hand, educational investments have the potential improve rural economies by increasing local human capital stock, which in turn leads to greater workforce productivity. On the other hand, without local employment opportunities, education is seen by many to funnel. This research uses two-stage least squares regression (2SLS) and fixed-effects with key slope dummy interaction terms measure whether rural counties with comprehensive community colleges experienced a comparative advantage in job growth, population growth, and poverty compared to counties without. Community colleges are unique as institutions of higher education because they generally provide open-door access to the general population and are designed to meet the needs of local economies. As such, their impact on rural economies should be an issue of public interest. This research finds that rural counties with community colleges have not experienced a discernible benefit in terms of employment growth or population growth in recent time panels and are associated with higher levels of poverty. The implications of these findings raise important questions about the state of rural economies and the ability of community colleges to catalyze economic development and population growth in rural communities.
Author: Andrew James Crookston
Publisher:
ISBN:
Category :
Languages : en
Pages : 119
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Book Description
Economic activity in the United States continues to be spatially compressed into urban and suburban agglomeration economies. As a result of this spatial compression, rural economies across the United States are experiencing distance-based frictions that put them at a competitive disadvantage with their urban and suburban counterparts. This competitive disadvantage has led to a number of problems in rural communities, such as high unemployment, high poverty, and population loss. Policymakers, researchers, and other stakeholders in rural communities are exploring numerous measures to promote economic development in rural communities. There are many vital components to economic development. Scholars generally agree that adequate levels of local human capital must be in place before regional economic development can occur. Although human capital is widely believed to be a necessary component of economic development, there has been little research that has explored whether or not investments in higher education benefit rural economies and populations. Education in the rural setting is a complex issue. On the one hand, educational investments have the potential improve rural economies by increasing local human capital stock, which in turn leads to greater workforce productivity. On the other hand, without local employment opportunities, education is seen by many to funnel. This research uses two-stage least squares regression (2SLS) and fixed-effects with key slope dummy interaction terms measure whether rural counties with comprehensive community colleges experienced a comparative advantage in job growth, population growth, and poverty compared to counties without. Community colleges are unique as institutions of higher education because they generally provide open-door access to the general population and are designed to meet the needs of local economies. As such, their impact on rural economies should be an issue of public interest. This research finds that rural counties with community colleges have not experienced a discernible benefit in terms of employment growth or population growth in recent time panels and are associated with higher levels of poverty. The implications of these findings raise important questions about the state of rural economies and the ability of community colleges to catalyze economic development and population growth in rural communities.
Author: Margaret G. Thomas
Publisher:
ISBN:
Category : Community and college
Languages : en
Pages : 136
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Book Description
Author: Jones, Stephanie J.
Publisher: IGI Global
ISBN: 1466684828
Category : Education
Languages : en
Pages : 330
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Book Description
In an effort to create a more educated workforce in the United States, many community colleges are implementing new practices and strategies to assist under-prepared students. These efforts will ultimately support a stronger and more resilient global workforce. Examining the Impact of Community Colleges on the Global Workforce provides relevant theoretical and conceptual frameworks, best practices, and emerging empirical research about new approaches being employed in community colleges to prepare students for their post-collegiate careers. Featuring recent initiatives in educational settings, this publication is a critical reference source for higher education practitioners, policymakers, and graduate students in higher education administration programs interested in the innovative practices utilized by community colleges to educate underserved students.
Author: Robert L. Pura
Publisher: Taylor & Francis
ISBN: 1000978079
Category : Education
Languages : en
Pages : 172
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Book Description
Co-published with An Agenda for Leaders / A Text for Leadership CoursesWhile community colleges promote American ideals of democracy, opportunity, and social mobility; they provide a vital, accessible, and affordable education for nearly 12 million first-generation, economically-disadvantaged, and minoritized students; are engines of local workforce and economic development; and enroll nearly half of all students who go on to complete a four-year degree; they remain the least resourced and the least funded institutions in the United States.Offering the insights of the former president of Greenfield Community College—located in Massachusetts’s poorest rural county—who was a national leader in community college and higher education organizations as well as closely involved with local businesses and organizations; and commentary and background data provided by Professor of Higher Education and Chair of the Department of Leadership in Education at the University of Massachusetts Boston, this book addresses the challenges that community colleges face as they strive to achieve their complex missions in a changing world.By providing vivid accounts of the diversity of students that community colleges serve, the complexity of their missions—from dual enrollment with high schools, to vocational training, adult education, and transfer to four-year colleges—and the role they play in supporting and responding to the needs of local business, as well in regional economic development, the authors make the case for increased investment, while at the same time making apparent to all stakeholders—from policy makers and trustees to college leaders, faculty and staff—how they can contribute to the vital development of human capacities.Community colleges are open-access, train nearly 80% of all first responders, graduate more than half of new nurses and health-care workers, and have a history of nimbleness and responsiveness to community needs, and can play a vital role in training for tomorrow’s jobs, over 60% of which will, in the next decade, require some college education. The first four chapters set the scene, demonstrating the key foundational linkage between education, community, and democracy, presenting a history of the community college movement, illustrating what’s involved in building strong and reciprocal community relationships, and covering a whole panoply of leadership issues such as governance, institutional culture, facilities planning, resource development, accreditation, and crisis management.The second part of the book presents Bob Pura’s accounts of his visits to five community colleges, each representing different geographic regions, institutional size, urban and rural locations, and how they respond to the varied racial and ethnic populations from they draw their students and establish themselves as anchors in their communities.As well as offering an important message to state and federal policy makers, this book serves as a roadmap for aspiring leaders of community colleges as well as a text for leadership and higher education courses. College leaders may find it useful for internal training and learning community groups.
Author: Rosalind Latiner Raby
Publisher: Springer Science & Business Media
ISBN: 1402094779
Category : Education
Languages : en
Pages : 639
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Book Description
Increasingly, students worldwide are seeking post-secondary education to acquire new skill-sets and credentials. There is an explosion of community college models that provide educational opportunities and alternative pathways for students who do not fit the traditional higher educational profile. This book focuses on economic models to help local and national economies develop strong workforce training, humanitarian models to bring about social mobility and peace, transformative models to help institutions expand and keep up with societal needs, and newly created models that respond to the educational and training needs of a constantly changing world. These models seek to capture the imagination of those who are committed to learning about what works in higher education and in particular, the impact community college models are having on the changing nature of world social, political and economic landscapes. With contributors representing 30 countries, this book presents an international perspective.
Author: Jean Garcia-Chitwood
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 182
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Book Description
Community colleges serve various populations as part of their missions. Many community colleges serve the people who live in rural communities and are challenged with fewer financial resources. The term rural is not easily defined, and many variables need to be considered when creating academic programming for rural populations. There is no standard definition for it. The purpose of this dissertation was to determine how rural community colleges create successful programming that serves the needs of the local community. The study investigated the following questions: (a) What motivates community colleges to create academic programming for rural communities? (b) What is the planning process that the community colleges are using when determining programming for rural communities? (c) Who are the current stakeholders involved in the planning process? There are 17 community colleges in Oregon. They represent a range of sizes from small to large, in different location, and in the constituents they serve. Cases for this study were chosen using the Carnegie Classification System, both the Basic Classification and the Size and Setting Classifications were used to select the two colleges for the study. Study participants were identified by either the Chief Academic Officer or the Vice President of Instruction/Student Services Provost from each of the community colleges. The 10 people interviewed were identified as having knowledge or expertise around the college's efforts of creating programming in rural areas. They held positions such as chief academic officer, vice president of instruction/student services provost, division dean, director, and department chair within the college. The research design for this study involved a comparative case study. Faculty and administrators from two community colleges in Oregon were interviewed to determine motivation to create rural programming, to identify methods and processes used for rural programming, and to ascertain who the stakeholders are that participate in this decision-making. An open-ended question format was used. The responses were organized, explored, and coded. Then categories were built and data was interpreted. Lastly, the findings were summarized. Several strategies were used to ensure trustworthiness of the data collection and analysis. Data source triangulation involved comparison of the reports from multiple interviewers, as well as the cross-case analysis. Using investigator triangulation and peer review, other researchers and colleagues reviewed the interviews and themes. Method triangulation involved the use of information from interviews and from archival records, such as advisory board lists, internal surveys, mission statements, and websites. Finally, with member checking, interviewees reviewed and approved the transcripts and themes. The study found that community colleges are motivated to create academic programming in rural areas when needs are voiced by the community. In addition, community colleges tend to favor programming that supports access elements of the college's missions and values statement. Finally, the ability to sustain the programming in the rural areas was an additional factor that motivates community colleges to create programming in rural areas. Community college personnel considered many variables in designing programming for rural communities. Among them were reviewing their mission statements and strategic plans. They analyzed data derived from enrollment reports, demographics, and economic reports. Colleges also reviewed data collected on factors such as enrollment and retention rates, employment of students, and graduation rates. The process for creating programming for on campus and for rural areas was the same. However community colleges recognized the different needs of each of the populations. The college often asked for feedback from constituents to determine whether needs were being met in the community. They engaged with their constituents through surveys and focus groups. Reviewing funding was also important when proceeding with rural programming. The funding for the rural programming might be one or a combination of, resource allocation, grants, special fees, general funds or the use of surplus college funds. Partnerships were also an vital component of the resources used to finance rural programming. The stakeholders involved in the planning process for rural programming included the constituents residing in the community college districts. In addition the outreach staff and the administrative staff that were employed at the community college were also involved in the process. Given the lack of research on community college programming in rural areas, the present study contributes to the scholarship on this topic. Future researchers can build upon the present work to determine if the findings hold within other states and other state systems. In addition, regional or national surveys could be undertaken to explore the factors and variables identified in these case studies. Based on the results of the present research, a series of steps have been identified that can be utilized by a community college that is in the process of creating programming for rural areas. They are (a) apply community college documents, (b) utilize data, (c) assemble and review feedback, and (d) identify resources. These steps follow the apparently successful practices that emerged from the research. In addition, the present research has indicated various approaches for institutions that are struggling to find ways to reach out to rural communities in educational need. Thus, the research has the potential to create positive effects on education policy nationwide
Author: David Breneman
Publisher: Brookings Institution Press
ISBN: 9780815714897
Category : Education
Languages : en
Pages : 252
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Book Description
"It is by far the best study that I know of on community colleges. It comes at a critical time in the history of these institutions. It is carefully reasoned, beautifully written, and sound in its conclusions."—Howard R. Bowen; Professor of Economics and Education, Claremont Graduate School "...and excellent piece of work....Its quality is high and the book is significant. Its significance stems from the fact that it deals with an area of higher education not yet explored by other writings."—Earl F. Cheit; Dean, Schools of Business Administration; University of California, Berkeley "...a great job of describing and clarifying the issues....The book should become 'required reading' for our field...a very fine piece of work that will be a valuable tool for educators, students, and policy-makers."—Roger Yarrington; Vice President, Research and Development, American Association of Community and Junior Colleges "...a thorough job of compiling the pertinent data; of identifying key questions; and of focusing upon central, rather than tangential, issues....Leaders and policy-makers in community colleges and in governmental positions will undoubtedly find the work an invaluable resource."—Bill J. Priest; Chancellor Emeritus, Dallas County Community College District
Author: Tim Esbeck
Publisher: American Association of Community Colleges(AACC)
ISBN:
Category : Education
Languages : en
Pages : 260
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Book Description
In developing this compendium of exemplary economic development practices among small and/or rural two-year colleges, the American Association of Community Colleges Commission on Small/Rural Community Colleges (CSMCC) sent out a call for program descriptions to all community colleges with less than 3,000 full-time employees or that were self-designated as small or rural. A sample of the best submissions were selected by committee for inclusion in this publication. Following a brief introduction and a listing of CSMCC members, the report presents one-page summaries of 89 economic development programs. The program summaries are grouped into the following categories: (1) efforts in entrepreneurship/new business development, including Bessemer State Technical College's (Alabama) business incubator program and Phillips County Community College's (Arkansas) ethanol production facility study; (2) processes for technology deployment, including Gateway Community Technical College's (Connecticut) automotive cooperative program and Clovis Community College's (New Mexico) instruction via fiber optics program; (3) industrial recruitment and retention efforts, including Alabama Aviation and Technical College's retiree recruitment program and Illinois Central College's economic development consortium; and (4) college relationships with business and industry, including Allen County Community College's (Kansas) robotic installation assistance program and Alexandria Technical College's (Minnesota) center for total quality management training. Each program summary includes the program name; name of the college, the executive officer, and the college address; the program contact person and his/her telephone number; a summary of exemplary accomplishments; a description of what was done and how it was done; resource requirements; and a list of key factors in success. (PAA)
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 78
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Book Description
This monograph, commissioned by the American Association of Community and Junior Colleges, presents information on the issues and practices of small and/or rural community colleges in the United States. Although a significant number of students enrolled in the nation's two-year colleges are attending small and rural colleges, there is a dearth of information about the qualities that make these institutions somewhat different from their larger urban counterparts. Frequently the research and resulting literature focus on larger, more financially developed systems that are on the cutting edge of innovation. This monograph was prepared to help create a basis of information from which additional research might be stimulated. The chapters include: (1) "Two-Year College Education on the Horizon" (G. Fisher); (2) "Economic Development" (D. Donato); (3) "Cultural and Civic Responsibility" (M. Weiss); (4) "High School Connections and Partnerships" (B. Thames); (5) "Literacy Practices" (J. Young); (6) "Uses of Technology" (R. Anderson); (7) "Resource Development" (J. Flower); and (8) "Commitment to Access" (J. Pickleman and M. Nigliazzo). (JCC)
Author: Richard L. Alfred
Publisher:
ISBN:
Category : Community and college
Languages : en
Pages : 140
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Book Description
The essays in this collection examine the outcomes or benefits of community colleges with respect to specific constituencies; discuss the impact of the policies, programs, and needs of external agencies on the colleges; and consider methods by which educational outcomes can be improved and measured within the institutional setting. After introductory material, Dorothy Linthicum describes the social and economic gains experienced by community college students. Next, Timothy Fidler examines the impact of community college programs on business and industry through the preparation of a trained labor force. James Gollattscheck then assesses the social and economic benefits of 2-year college education to the community and presents three case studies exemplifying ways in which impact studies can be conducted. After Paul Wing's description of emerging relationships between community colleges and state agencies and strategies for improving college impacts on these agencies, Joseph Cosand and Mary Jane Calais discuss the same issue focusing on impacts at the federal level. Alfons Van Wijk then considers the relationship of sound management and faculty and staff job satisfaction with institutional outcomes. Next, Richard Alfred presents a model for assessment that can be used to improve college programs and enhance funding prospects. Finally, Jack Friedlander reviews ERIC documents concerned with measuring the economic and educational benefits of community colleges. (HB)
