Advancing an Equity Agenda at the Community College in an Age of Privatization, Performance Accountability, and Marketization

Harbour, Clifford P.; Jaquette, Ozan

doi:10.1080/10665680701434650

Cited by 12 publications

(3 citation statements)

References 16 publications

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“…The speed at which universities alter their focus on equity seem comparable to the haste in which equity committees are disestablished when budgets are reduced, universities decide to revisit their target markets, or there is a change in the university's approach to equity (Bevc & Uršič, 2008;Harbour & Jaquette, 2007). It is interesting that most of the equity leaders interviewed cited the need to establish an office or designated body responsible for achieving and managing equity at the university and one that was separate from the corporate and financial operations of the university.…”

Section: Discussionmentioning

confidence: 99%

Equity for Māori and Pasifika Students: The Objectives and Characteristics of Equity Committees in a New Zealand University

Nakhid

2011

Equity & Excellence in Education

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Section: Discussionmentioning

confidence: 99%

Equity for Māori and Pasifika Students: The Objectives and Characteristics of Equity Committees in a New Zealand University

Nakhid

2011

Equity & Excellence in Education

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“…In conclusion, the attempt to sustain affordability and yet maintain educational quality and relevance is a constant battle across all community college and global counterparts (Commons 2003;Harbour and Ozan 2007;Katsinas and Tollefson 2009;Hagedorn and Mezghani 2012;Wiseman et al 2012). This dynamic is problematic since the image of affordable education is central to the application of open access and the widespread growth of community college and global counterparts.…”

Section: Discussionmentioning

confidence: 99%

Access and Social Capital: A Profile of Community College and Global Counterparts

Raby

Valeau

2014

ehe

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Alternatives to the traditional four-year public and private university include a sector of higher education that offers a more advanced curriculum than secondary school and serves as a local and often lower-cost pathway that gives options for university overflow for adult learners, displaced workers, lifelong learners, workforce learners, developmental learners, and non-traditional learners (Raby and Valeau 2009). These institutional types are known by several names including College of Further Education, Community College, Polytechnic, Technical College, and Technical and Further Education (TAFE) and are found on all continents. Based on a literature review of 1,083 academic publications these institutions share a mission that views educational access as necessary for growing the economic and social capital that is needed to help students improve lives. Central to this mission is the belief that any amount of post-secondary education is life-enhancing, regardless of length of study or level of completion. This article examines application of this mission at community colleges and global counterparts throughout the world. AbstrakAlternatif dari kuliah empat tahun di universitas negeri atau swasta adalah unit perguruan tinggi dengan kurikulum lanjutan dari sekolah menengah, berfungsi sebagai jalur lokal dengan biaya terjangkau, dan menyediakan opsi pendidikan setara universitas bagi mahasiswa usia dewasa, karyawan yang direlokasi, mahasiswa segala usia (lifelong learners), mahasiswa pekerja, mahasiswa tingkat lanjut, dan mahasiswa non-tradisional (Raby and Valeau 2009). Beberapa institutisi sejenis ini meliputi College of Further Education, Community College, Polytechnic, Technical College, dan Technical and Further Education (TAFE) dan berada di seluruh benua. Berdasarkan kajian literature dari 1.083 publikasi akademik, institusi-institusi tersebut mempunyai misi sama yang memandang pentingnya akses pendidikan bagi pertumbuhan ekonomi dan kapital sosial untuk peningkatan taraf hidup. Prinsip utama dari misi mereka adalah bahwa pendidikan tinggi merupakan upaya peningkatan hidup, apapun jenjangnya dan berapapun lamanya. Artikel ini menganalisa implementasi misi sejumlah perguruan tinggi lokal dan internasional di seluruh dunia.

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“…Traditionally, community colleges were formally accountable through their governing boards to state legislatures, local voters, and the community for the proper expenditure of funds, administration of relevant state or local policies, and implementation of the institutional mission. However, the 1980s marked the beginning of a new era when state legislatures began systematically to create new accountability expectations concerning institutional performance.State institutional accountability programs have been classified as first-generation or second-generation (see Harbour and Jaquette, 2007). Firstgeneration accountability programs include performance-reporting, performance-budgeting, and performance-funding initiatives (Burke, 2005).…”

mentioning

confidence: 99%

Negotiating the community college institutional accountability environment: A Deweyan perspective

Harbour

Day

2009

New Drctns Community Coll

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Community college leaders face a wide range of ethical challenges in managing their institutions. One of these challenges is negotiating the various accountability expectations imposed on the institution. Traditionally, community colleges were formally accountable through their governing boards to state legislatures, local voters, and the community for the proper expenditure of funds, administration of relevant state or local policies, and implementation of the institutional mission. However, the 1980s marked the beginning of a new era when state legislatures began systematically to create new accountability expectations concerning institutional performance.State institutional accountability programs have been classified as first-generation or second-generation (see Harbour and Jaquette, 2007). Firstgeneration accountability programs include performance-reporting, performance-budgeting, and performance-funding initiatives (Burke, 2005). These programs typically require that institutions report their achievements on specific performance measures (such as student graduation rates, student transfer rates, and student pass rates on certain licensure examinations). Under performance-funding and performance-budgeting programs, some portion of state funding is linked directly (with respect to performance funding) or indirectly (with respect to performance budgeting) to institutional performance. Second-generation accountability mechanisms allocate some portion of state funding through market-based mechanisms such as 5 1

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Advancing an Equity Agenda at the Community College in an Age of Privatization, Performance Accountability, and Marketization

Cited by 12 publications

References 16 publications

Equity for Māori and Pasifika Students: The Objectives and Characteristics of Equity Committees in a New Zealand University

Equity for Māori and Pasifika Students: The Objectives and Characteristics of Equity Committees in a New Zealand University

Access and Social Capital: A Profile of Community College and Global Counterparts

Negotiating the community college institutional accountability environment: A Deweyan perspective

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