Community Colleges: Where are they (Not)?

Wiseman, Alexander W.; Chase-Mayoral, Audree; Janis, Thomas; Sachdev, Anu

doi:10.1108/s1479-3679(2012)0000017004

Cited by 11 publications

(6 citation statements)

References 9 publications

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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%

“…While massification is commonly connected to universities, it also refers to the expansion of "non-university institutions" (Teichler 2004;Scott 2009). A demonstration of massification is the largely non-restrictive admission process of community college and global counterparts that has lead to extremely large student enrollments (Raby and Valeau 2009;Wiseman et. al.…”

Section: Accessmentioning

confidence: 99%

“…Even authors who are critical of these institutions in terms of reaching full societal change do not question the merits that even limited education can provide. In this context any job is better than unemployment and any education is important, no matter how small the impact (de Moura and Garcia 2003; Chen and Wang 2009;Wiseman et al 2012;Panwar 2013).…”

Section: Examples Where Educational Access Enhances Social Capitalmentioning

confidence: 99%

“…Low status is compounded by institutions being located in rural or low-income areas (Wiseman et al 2012) and by having a largely non-traditional student population (de Moura and Garcia 2003). Resulting stereotypes of graduates as being less trained and less competitive than those who attend fouryear universities impact job attainment as seen in Latin America (Marmolej 2010), in Japan (Anazi and Paik 2012), and in Canada (Levin 2001).…”

Section: Examples Where Access Does Not Enhance Social Capitalmentioning

confidence: 99%

“…While a variety of institutions around the world may share one or a few of these four characteristics, only those in this cohort share all four characteristics. These institutions (a) have unique missions in which professional and academic programs are linked to serve local communities (Raby and Valeau 2009;Wiseman, Chase-Mayoral, Janis, and Sachdev 2012); (b) offer options for university overflow and a "second chance" for non-traditional students who have long been excluded from higher education (Kintzer 1994;Elsner, Boggs and Irwin 2008); (c) offer curricula to meet regional medium term labor requirements in high demand occupations in changing economies (Levin 2001); and (d) support a mission that views educational access as necessary for providing economic and social capital that is needed to ensure social prosperity (de Moura and Garcia 2003;Treat and Haggadorn 2013). Based on a literature review from 1971-2014, this article focuses on the characteristic which identifies the use of educational access to support growth in social capital.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Discussionmentioning

confidence: 99%