World adaptation of the community college concept

Kintzer, Frederick C.

doi:10.1002/cc.36819792610

Cited by 5 publications

(5 citation statements)

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“…In this context, publications documented the vision of Canadian and US community college administrators, many of whom were presidents, to offer international development programs (Eskow, 1974;Breuder & King, 1979). These early publications defined why research of Others was needed (Shannon, 1971), provided examples from their own travel experiences (Harper, 1980), defined foundations for comparison (Kintzer, 1979), and explored the role of the US in the process (Eskow & Caffrey, 1974).…”

Section: Generation One: Discoverymentioning

confidence: 98%

“…Literature documented how shared contacts stemming from personal visits made by local entrepreneurs, educators, and Ministry of Education representatives became the impetus for educational borrowing (Harman, 1977;Culton, 1997;Kintzer, 1998). For example, Kintzer (1979) recorded the Sri Lankan Minister of Education's visit to the United States in 1969, which resulted in building colleges based on the US model. Humphrys and Koller (1994) detailed the 1980 Taiwanese Ministry of Education's invitation of US presidents, which also resulted in sustained linkages.…”

Section: Generation Two: Merits Of Collaborationmentioning

confidence: 99%

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Community College Global Counterparts: Historical Contexts

Raby

Valeau

2013

Research in Comparative and International Education

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Since 1971, scholarship on community college global counterparts has documented the nuances of these institutions and charted their similarities to one another. The purpose of this article is to detail the first three decades of community college global-counterpart scholarship from 1971-2001. Within each decade there exists scholarship that corresponds to changing global communication patterns over the past 45 years. The discussion on scholarship in each decade is divided into two perspectives. The first depicts US consciousness of Others as the impetus for comparative discourse. The second examines perspectives of non-US scholars whose scholarship celebrates developments in their home countries. Combined scholarship during these years illustrates how variability of institutional type denotes economic, historical, political, and cultural patterns of educational borrowing.

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Section: Generation One: Discoverymentioning

confidence: 98%

Section: Generation Two: Merits Of Collaborationmentioning

confidence: 99%

Community College Global Counterparts: Historical Contexts

Raby

Valeau

2013

Research in Comparative and International Education

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“…Rooted in human capital theory (Schultz 1961;Psacharopoulous and Woodhall 1985) and social-cultural capital theory (Bourdieu and Passeron 1977), literature shows that the access provided by community colleges and global counterparts have positive consequences for social mobility as the more educated gain better employment opportunities that provide an opportunity to gain higher standards of living. It is proposed that this connection is so strong that the mere absence of a community college or global counterpart is linked to under-preparation which translates into high levels of un-and under-employment, poverty and inequity (Kintzer 1979;Strydom and Lategan 1998;de Moura and Garcia 2003;Lewin 2007;Wisemen et al 2012;Panwar 2013).…”

Section: Educational Links To Grow Social and Human Capitalmentioning

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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“…has gained considerable attention (Kintzer, 1979). By request, we have exported the community college concept to several nations and have observed its influence on many others.…”

Section: Economic and Work Force Dmlopmentmentioning

confidence: 99%

“…( 3 ) Current economic pressures require development of special postsecondary institutions offering "short-cycle" (Kintzer, 1979) education and training that are not currently available in the university, And (4) the majority of Iranian high school seniors attend the nearest college to home, but they have indicated that they would attend a two-year postsecondary institution with transfer and job-training programs. ( 3 ) Current economic pressures require development of special postsecondary institutions offering "short-cycle" (Kintzer, 1979) education and training that are not currently available in the university, And (4) the majority of Iranian high school seniors attend the nearest college to home, but they have indicated that they would attend a two-year postsecondary institution with transfer and job-training programs.…”

Section: Adapting the Concept Internationallymentioning

confidence: 99%