Re-conceptualizing the Relationship Between Community Colleges and Universities Using a Conceptual Framework Drawn From the Study of Jurisdictional Conflict Between Professions

Skolnik, Michael L.

doi:10.1177/0091552111424205

Cited by 18 publications

(31 citation statements)

References 25 publications

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“…In addition, research has found patterns of lateral transfers (Bahr, 2009), reverse transfers (Friedel & Wilson, 2015;Winter & Harris, 1999), and co-enrollment (Wang & Wickersham, 2014) between two and four-year institutions creating a student swirl among community colleges and universities. Given this complexity, some researchers have called for call for alternative classifications of higher education institutions not just by the type of credentials awarded but through a more multifaceted approach related to program and student characteristics (Skolnik, 2011). For example, Bahr (2013) found that community colleges could be described by the kinds of students who enrolled, classifying institutions as transfer intensive, workforce development intensive, high-risk intensive, and mixed use.…”

Section: Coercive Isomorphismmentioning

confidence: 99%

No Longer Junior Colleges: Integrating Institutional Diversity in Graduate Higher Education Programs

Lebron

Lester

2017

JSPTE

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Aim/Purpose: This article argues that given the isomorphic pressures on both community colleges and four-year institutions, historic divisions between community college leadership programs and general higher education programs are no longer serving the needs of new scholars and practitioners in the field. Graduate programs of higher education should integrate an understanding of community colleges and institutional diversity in meaningful ways throughout a graduate curriculum now focused on four-year institutions. Background: Community colleges and four-year institutions are engaging in isomorphic change which is weakening traditional boundaries between these sectors to create a more integrated system of higher education. Methodology: Using a framework of institutional isomorphism, this article reviews recent literature on changes within community colleges and four-year institutions and provides recommendations for infusing this isomorphism into graduate higher education programs. Contribution: By infusing an understanding of institutional diversity into all graduate course-work, educators can prepare future scholars and practitioners for a changing higher education landscape and expand beyond reductive representations of the higher education field.

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Section: Coercive Isomorphismmentioning

confidence: 99%

No Longer Junior Colleges: Integrating Institutional Diversity in Graduate Higher Education Programs

Lebron

Lester

2017

JSPTE

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“…Nursing education is even cited as an example of the contested territory between community colleges and universities. [6] Specifically, community college courses are often considered lower on the knowledge hierarchy due to less abstract or theoretical content, and community college students are considered less academic as admission requirements are lower than university students. [6,7] Community colleges, however, would contest this characterization stating that courses are qualitatively different and cannot be ranked on a common hierarchical scale.…”

Section: Introductionmentioning

confidence: 99%

“…[6] Specifically, community college courses are often considered lower on the knowledge hierarchy due to less abstract or theoretical content, and community college students are considered less academic as admission requirements are lower than university students. [6,7] Community colleges, however, would contest this characterization stating that courses are qualitatively different and cannot be ranked on a common hierarchical scale. None the less, these different views of the two sectors perpetuate power relations by reinforcing the view that one type of education is of higher status and legitimacy [6] and nursing students connect the division within nursing to this hierarchy.…”

Section: Introductionmentioning

confidence: 99%

Getting to the root of it: How do faculty address professional boundaries, role expansion, and intra-professional collaboration?

Limoges

Jagos²,

Lankshear³

et al. 2018

JNEP

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Background: Little research exists to guide nursing faculty to respond to the most recent entry-to-practice education changes and subsequent practice and knowledge expansion for nurses. The purpose of this study was to explore the experiences of faculty as they teach about professional boundaries and role clarity to college and university nursing students and how this teaching is connected to in intra-professional collaboration.Methods: This qualitative research study used a critical feminist sociology to analyze interviews and relevant documents. Twenty-five nursing faculty from an Ontario, Canada school were interviewed.Results: Through our analysis we detected two main findings. The first was the activation of hierarchies positioning the university program with more status and legitimacy than the college program, and how this established power relations and impeded nursing education for role clarity. The second was the struggle to articulate the actual differences between the roles and contributions of the Registered Practical Nurse (RPN) and the Registered Nurse (RN) and how this struggle impeded education for effective collaboration and role clarity.Conclusions: Supporting faculty to recognize the distinct and overlapping contributions of each type of nurse can support educational reform that promotes competencies in collaborative care.

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“…This decision was a significant policy change for the government, considering the sharp differentiation enforced over the years between the university and college sectors. In view of the barriers anticipated for Ontario colleges to engage with offering new degrees (Marshall, ; Skolnik, ), this study investigated how this innovation would fare in its first decade.…”

mentioning

confidence: 99%

Higher Education Policy and Legitimacy Building: the Making of a New Academic Credential in Ontario

Hurley

Sá

2013

Higher Education Quarterly

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Canada's province of Ontario introduced a new policy in 2000 allowing community colleges to offer a new type of undergraduate degree. This decision was a significant policy change for the government considering the nature of Ontario's binary system, where a rigid separation has historically prevailed between the university and college sectors. Drawing on multiple sources of data, this study indicates that the decision to create a new type of applied bachelor's degree generated a series of uncertainties and challenges for higher education institutions, students and government agencies. The paper highlights the need for policy makers to consider the socio-cultural aspects of higher education systems in policy design, particularly the role of legitimacy.

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Re-conceptualizing the Relationship Between Community Colleges and Universities Using a Conceptual Framework Drawn From the Study of Jurisdictional Conflict Between Professions

Cited by 18 publications

References 25 publications

No Longer Junior Colleges: Integrating Institutional Diversity in Graduate Higher Education Programs

No Longer Junior Colleges: Integrating Institutional Diversity in Graduate Higher Education Programs

Getting to the root of it: How do faculty address professional boundaries, role expansion, and intra-professional collaboration?

Higher Education Policy and Legitimacy Building: the Making of a New Academic Credential in Ontario

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