Credentialing Structures, Pedagogies, Practices, and Curriculum Goals

Ayers, David F.

doi:10.1177/0091552115569847

Cited by 25 publications

(7 citation statements)

References 57 publications

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“…First among these is the combination of shifts in practice norms and the development of new prestige-conferring fixtures in the postsecondary domain. Given their multiple and locally oriented missions, community colleges as a sector largely lack the sources of relative prestige (e.g., ranking, awards, selectivity) that incentivize the competition common among four-year colleges and universities (Ayers, 2015;Dowd, 2013). Funders not only created a public dialogue about data practice, but connected this dialogue to multiple types of incentives, including induction into valued networks, inclusion in high-profile prize competitions, and even consideration for future grant-funded projects.…”

Section: Naming Problematicmentioning

confidence: 99%

Full Issue

2020

The Foundation Review

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The Foundation Review is the first peer-reviewed journal of philanthropy, written by and for foundation staff and boards and those who work with them implementing programs. Each quarterly issue of The Foundation Review provides peer-reviewed reports about the field of philanthropy, including reports by foundations on their own work. Our mission: To share evaluation results, tools, and knowledge about the philanthropic sector in order to improve the practice of grantmaking, yielding greater impact and innovation. The Foundation Review is a proud product of the Dorothy A. Johnson Center for Philanthropy at Grand Valley State University. Statement of the Editorial Advisory Board We believe that the forthright sharing of information among foundations and nonprofits builds a knowledge base that strengthens their ability to effectively address critical social issues. We encourage foundation donors, boards, and staff to honor this transparency in their own practices and to support others who do so. Front cover photo: A young, Black man sits on an outdoor bench wearing a mortarboard and gold sash. (Pexels)

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Section: Naming Problematicmentioning

confidence: 99%

Full Issue

2020

The Foundation Review

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“…Some recent empirical scholarship has explored community college degree-granting missions by analyzing institutions’ mission statements rather than looking at actual degree-granting behaviors (e.g., Abelman & Dalessandro, 2008; Ayers, 2005, 2011, 2015). Ayers (2005) found that community college mission statements adhered to neoliberal notions of curricular mission, emphasizing short-term vocational certificates that benefited statewide economic development goals.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This highlights a continued emphasis on short-term vocational degrees, somewhat in contrast to the increased emphasis on transfer cited above. Drawing on institutional theory, Ayers (2015) views mission statements as a means by which community colleges signal their allegiance to goals perceived as legitimate by important external resource providers (e.g., state policymakers, federal policymakers, and firms). He argued that community colleges rhetorically shifted in emphasis away from “occupational and vocational education” and toward “degree completion,” reflecting a growing policy consensus about the community college degree completion and transfer agenda (Ayers, 2015, p. 201).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In the midst of the debate over the focus of community colleges, historical scholarship has investigated the evolving degree-granting missions of community colleges from an institutional perspective (e.g., Brint & Karabel, 1989; Dougherty, 1994). More recent scholarship has analyzed institutions’ mission statements to evaluate what community colleges say they do (e.g., Abelman & Dalessandro, 2008; Ayers, 2015). Another significant body of research has explored how community colleges have shifted their occupational education emphasis from industrial education to social welfare (e.g., health and protective services), business, and information technology (Grubb & Lazerson, 2004).…”

mentioning

confidence: 99%

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The Moving Missions of Community Colleges: An Examination of Degree-Granting Profiles Over Time

Barringer

Jaquette

2018

Community College Review

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Objective: Despite extensive debate about the curricular mission of community colleges, prior research has not sufficiently analyzed differences in the kinds of degrees (i.e., the field of study and award level) community colleges produce. Therefore, we explore both the fields of study and the levels at which public community colleges grant degrees and analyze how this has changed over time. Method: Multilevel latent class analysis is used here to estimate latent degree-granting profiles, and colleges are allocated into the profiles based on their observed degree-granting behaviors from 1987 to 2012. Results: The analysis shows that public community colleges can be allocated into five distinct degree-granting profiles over the period of study. A small minority of colleges have and continue to engage almost exclusively in a vocational mission. The two degree profiles that increased in prominence over time suggest an overall shift toward the simultaneous pursuit of transfer and vocational missions. However, a majority of colleges (68%) exhibited stable degree-granting behaviors between 1987 and 2012, indicating a relatively high level of stability in degree-granting patterns across community colleges during this period. Contribution: These patterns highlight variation across colleges and both stability and change within institutions over time. This suggests that public community colleges are simultaneously situated in strong institutional and technical environments and, thus, are subject to constraints and incentives that shape not only their stated policies but also their actual degree-granting behaviors.

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“…No longer an “aberrant practice” (Levin, Kater, & Wagoner, 2006, p. 18), this trend has added to decades of ongoing debates and discussions regarding the origin, purposes, missions, impacts, contradictions, and futures of the community college well documented in the literature (Ayers, 2005, 2009, 2015; Doughtery, 1994; R. A. Rhoades & Valadez, 2016).…”

mentioning

confidence: 99%

“The Rules Change”: Exploring Faculty Experiences and Work Expectations Within a Drifting Community College Context

Martínez

2019

Community College Review

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Objectives: The purpose of this study was to explore the experiences of faculty working within baccalaureate degree–granting community colleges. Method: Data sources included 16 semi-structured interviews, numerous publicly available organizational documents, and participant observations. Results: Analysis revealed three distinct, yet interconnected themes. In light of the institutionalization of baccalaureate degrees, faculty experienced shifting and intensifying work expectations related to service, research, and research-related activities. These shifts exacerbated existing tensions, which in turn led faculty to live with uncertainty in terms of tenure and promotion, the direction of the college, and whether or not they could thrive in a highly contradictory environment. Contributions: This study adds to the literature concerning the community college baccalaureate—a topic of heightened interest. It is essential that we gain a better understanding of the implications of this trend for faculty, which in turn carry implications for students.

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Credentialing Structures, Pedagogies, Practices, and Curriculum Goals

Cited by 25 publications

References 57 publications

Full Issue

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The Moving Missions of Community Colleges: An Examination of Degree-Granting Profiles Over Time

“The Rules Change”: Exploring Faculty Experiences and Work Expectations Within a Drifting Community College Context

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