Noncredit Program Data Collection at Community Colleges: A Scoping Review

Davaasambuu, Sarantsetseg; Cinelli, Jessica; D'Alessandro, Mark; Hamid, Phillip; Audant, Babette

doi:10.1080/10668926.2018.1490217

Cited by 2 publications

(3 citation statements)

References 21 publications

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“…There is no standard quality-control mark that non-credit NME courses can obtain to display their value. Much of their quality assurance relies on reputation (Arena, 2013;Davaasambuu et al, 2019;Lee, 2002). Second, non-credit courses within Canada are often taught by contract instructors.…”

Section: Gartner (2021)mentioning

confidence: 99%

“…With organizational support, non-credit continuing education can complement credit-based courses in academic institutions and expand to students who would otherwise not be able to access their credit-based offerings (Arena, 2013;Lee, 2002). However, amid non-credit NME innovations, concerns remain that despite the growth and appeal of these offerings, there are no reporting systems that can capture programmatic and student outcome information (Davaasambuu, Cinelli, D'Alessandro, Hamid, & Audant, 2019). Without more research interest, both mapping and more in-depth interrogation, it is not easy to fully view the range and impact of non-credit NME offerings.…”

Section: Introductionmentioning

confidence: 99%

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Non-credit Nonprofit Management Education: Beyond Mapping and Towards Critical Qualitative Inquiry

Gartner

2021

CJNSER

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Nonprofit management education (NME) has received attention from scholars and practitioners over the past thirty years. Much of the research on NME focuses on credit-based university courses, primarily reflecting a U.S. context. Left out of analyses are non-credit NME offerings. This article relocates to an English-speaking Canadian landscape where a substantial number of non-credit NME courses are found. Mapping methodologies, favoured to showcase the breadth of NME, cannot offer deeper insight into questions and critiques of non-credit NME curriculum and instruction. This article shows how syllabi review and critical qualitative inquiry can deepen knowledge of non-credit offerings. A new research agenda for non-credit NME is required to support nonprofit managers to achieve their social goals. RÉSUMÉDepuis une trentaine d’années, la formation en gestion des organismes sans but lucratif (OSBL) a retenu l’attention d’universitaires et de praticiens. Cependant, une grande partie de leurs recherches sur la gestion des OSBL se concentre sur des cours universitaires offrant des crédits, et reflète un contexte principalement américain. Les cours sans crédit sur la gestion des OSBL sont omis des analyses. Cet article se focalise sur un paysage canadien anglophone où l’on retrouve un nombre important de cours sans crédit sur la gestion des OSBL. Certaines méthodologies de schématisation, privilégiées pour mettre en valeur la portée de tels cours, sont inefficaces pour offrir un aperçu plus approfondi des questions et critiques concernant le curriculum et l’enseignement de cours sans crédit sur la gestion des OSBL. Cet article montre comment la revue de plans de cours et l’enquête qualitative critique peuvent en revanche servir à approfondir la connaissance de ces cours sans crédit. Ainsi, un nouveau programme de recherche pour les cours sans crédit sur la gestion des OSBL s’avère nécessaire pour aider les gestionnaires d’OSBL à atteindre leurs objectifs sociaux.

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Section: Gartner (2021)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Non-credit Nonprofit Management Education: Beyond Mapping and Towards Critical Qualitative Inquiry

Gartner

2021

CJNSER

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“…This is the first attempt to learn about the needs and satisfaction of adult noncredit students to improve program outcomes, to meet their unique needs, and to increase their satisfaction not only at KCC but also at other community colleges. Davaasambuu, Cinelli, D’Alessandro, Hamid, and Audant (2018) found that a majority of community colleges in the United States were only collecting headcounts for their noncredit programs, and there were no systematic data collection standards and mechanisms in place for assessing overall noncredit program success, in addition to more insightful data such as the needs and satisfaction of noncredit adult students. Therefore, this study is innovative in terms of its in-depth assessment of the needs and satisfaction of adult noncredit student learners.…”

Section: Introductionmentioning

confidence: 99%

Adult Noncredit Students’ Priorities and Satisfaction

2019

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Background. Adult Student Priorities Survey (ASPS) from Ruffalo Noel Levitz was utilized to examine the level of importance and the level of satisfaction of continuing education students in allied health care and English as a second language (ESL) programs at Kingborough Community College, Brooklyn, NY. Method. Mean scores for both “importance” and “satisfaction” items were calculated by summing participants’ ratings (1-7 Likert-type scale) and dividing them by the number respondents. Mean scores for each scale were also calculated by summing all respondents’ scale scores and dividing them by the number of respondents. Gaps between importance and satisfaction were calculated by subtracting the score for satisfaction from the score for importance. The mean scores of allied health care students were compared with mean scores of ESL students. Results. The highest gap score was observed for academic services (0.91) followed by service excellence (0.85) as reported by the allied health care group, showing that students reported high importance but low satisfaction. There were no statistically significant differences between the average score of the two groups, indicating that the ratings were similar for the groups. Conclusion. Based on our findings, simple fixes such as extending registration times, having additional college and career advisors on staff, and training existing staff on customer service skills have the potential to increase enrollment and revenue, thereby giving us the resources to offer additional classes and programs in response to student needs.

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Noncredit Program Data Collection at Community Colleges: A Scoping Review

Cited by 2 publications

References 21 publications

Non-credit Nonprofit Management Education: Beyond Mapping and Towards Critical Qualitative Inquiry

Non-credit Nonprofit Management Education: Beyond Mapping and Towards Critical Qualitative Inquiry

Adult Noncredit Students’ Priorities and Satisfaction

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