FALL 2024 - VOLUME 31, ISSUE 2
From Potential to Professional: Uncovering Why Business Leaders Turn to Community Colleges for Talent Development
Nicholas D’Antonio, Old Dominion University
Michelle Bartlett, Old Dominion University
James E. Bartlett II, Old Dominion University
This study explored partnerships between community colleges and businesses, focusing on the role of these partnerships in workforce development to address skill gaps in various sectors. It addressed the questions “Why do industry practitioners choose community colleges for talent development solutions?” and “How do businesses perceive community colleges in their staffing and talent pipeline development efforts?” Utilizing an exploratory case study approach, the research gathered insights into talent challenges in various sectors from 12 senior private sector executives who had at least 10 years of experience. Data were collected through interviews, questionnaires, and artifacts, such as strategy documents and memoranda, and thematic analysis techniques were used to code and categorize themes. The findings identified six themes in robust community college-industry partnerships, and the study examined the development of staffing strategies for industry-facing roles at community colleges to ensure those strategies are aligned with industry expectations.
Keywords: community colleges; workforce talent development; talent development partnerships; skills gap; industry collaboration
D’Antonio, N., Bartlett, M., & Bartlett, J. E., II. (2024). From potential to professional: Uncovering why business leaders turn to community colleges for talent development. Journal of Applied Research in the Community College, 31(2), 3-17.
Experiencing Racial Battle Fatigue at the Top: Perspectives of Black Community College Presidents
Bryan K. Hotchkins, Texas Tech University
Jon McNaughtan, Texas Tech University
Jarett Lujan, Texas Tech University
Lola Banks, Oakland Community College
This qualitative study applied critical race theory to examine how six presidents of African descent respond to racial battle fatigue (RBF) in their leadership roles at predominantly White community colleges. Findings indicate participants responded to RBF by seeking off-campus peer support to avoid continual focus on their psychological and physiological experiences, which aided in their ability to continue in leadership roles. There were two primary emergent themes: (a) Less is More and (b) Response Matters. Less is More is defined as purposeful delayed processing of RBF ramifications to increase leadership capacity, focus on job roles, and avert emotional implosion. Response Matters is defined as responding to racism in a way that frames oneself as professionally nonthreatening and that enables oneself to perform leadership roles despite enduring RBF.
Keywords: racial battle fatigue, community college, president, leadership
Hotchkins, B. K., McNaughtan, J., Lujan, J., & Banks, L. (2024). Experiencing racial battle fatigue at the top: Perspectives of Black community college presidents. Journal of Applied Research in the Community College, 31(2), 19-33.
Faculty and Student Perceptions of Factors Influencing the Types of Student Support Programs and Services Offered at Hispanic-Serving Community Colleges
Roxanne Hill, Vernon College
Masha Krsmanovic, University of Southern Mississippi
As the number of Hispanic-Serving Institutions (HSIs) grows in the United States, campus administrators and other leaders must explore ways to effectively serve the Hispanic student population. The purpose of this study was to explore how two rural community colleges identified and chose campus programs that best met the needs of their Hispanic students. Participants consisted of two groups: college faculty of any ethnicity and college students of Hispanic ethnicity. Utilizing survey research design, this study aimed to identify factors that influenced administrative decisions at rural Hispanic-serving community colleges when selecting the student services and programs for their Hispanic student population. The results revealed that most faculty were dissatisfied with their role in the institutional decision-making processeprocess and that both students and faculty lacked awareness regarding institution HSI designation.
Keywords: Hispanic-Serving Institutions; student programs and services; institutional decision-making
Hill, R., & Krsmanovic, M. (2024). Faculty and student perceptions of factors influencing the types of student support programs and services offered at Hispanic-serving community colleges. Journal of Applied Research in the Community College, 31(2), 35-51.
Assessment of Community College Academic Advising Appointment Frequency and Student Success Metrics
Michael Goemans, CT State Community College
Brian Kapinos, CT State Community College
Several previous studies have highlighted the potential influence of academic advising on student success metrics, but further empirical research is necessary to examine this relationship within the community college setting. This quantitative study investigated the impact of student-advisor interactions on student success metrics in a large, multicampus community college with over 30,000 students. Categorizing students based on advising appointment frequency, the research utilized institutional data from spring 2023 to fall 2023. Findings indicate a strong association between advising frequency and several key success metrics: increased persistence rate, more credits attempted in the fall 2023 semester, and more credits completed for the spring 2023 semester. This research emphasizes the importance of student-advisor contacts, with specific relevance to community colleges. Recommendations for practice regarding the importance of student-advisor contacts are provided.
Keywords: quantitative research; academic advising; persistence; retention; community college
Goemans, M., & Kapinos, B. (2024). Assessment of community college academic advising appointment frequency and student success metrics. Journal of Applied Research in the Community College, 31(2), 53-75.
The Impact of Psychological Capital on the Academic Achievement of Underserved Community College Students
Kyle Gamache, Roger Williams University
Karlie Rice, UMass Chan Medical School
Mariola Moeyaert, State University of New York at Albany
Community colleges are a vital part of U.S. higher education, especially considering the number of nontraditional and underserved students they serve. These students often face unique, additional barriers and challenges to their academic success. This study investigated which factors can positively impact the well-being of students in this population as well as their overall academic success. Specifically, we were interested in psychological capital (PsyCap) and its relationship to community college student success. We hypothesized that the PsyCap of first-generation college students; Black, Indigenous, people of color (BIPOC) college students; and low-income college students (as defined by Pell Eligibility) would positively impact their academic achievement. Students were given the Psychological Capital Questionnaire (PCQ), and relevant demographic data were gathered. A multiple regression analysis showed that higher PsyCap had a positive relationship with student GPA; however, individual student characteristics influenced GPA as well. Limitations, policy recommendations, and future directions are also presented.
Keywords: community college students; psychological capital; student success; academic distress; marginalized students
Gamache, K., Rice, K., & Moeyaert, M. (2024). The impact of psychological capital on the academic achievement of underserved community college students. Journal of Applied Research in the Community College, 31(2), 77-92.
Utilization, Challenges, and Best Practices of Open Educational Resources in Illinois Community Colleges
Aidana Sirgebayeva, University of Illinois Urbana-Champaign
Nina Owolabi, University of Illinois Urbana-Champaign
Lorenzo Baber, University of Illinois Urbana-Champaign
Ayinde Rochon, University of Illinois Urbana-Champaign
Open educational resources (OER) are widely employed at community colleges to cut college textbook costs for students. In this qualitative study, we explored how Illinois community colleges are utilizing OER and what challenges they face while implementing the initiative. Using the diffusion of innovation theory, our qualitative study posed these research questions: How do Illinois community colleges utilize OER broadly, and what are some challenges and best practices related to OER use? The findings highlight that the use of OER to replace traditional textbooks continues to gain traction in some Illinois community colleges because of its affordability for students. The success of OER implementation depends largely on the attitude of leadership and staff toward new initiatives. The study has presented a set of recommendations for practice and policy.
Keywords: OER; open educational resources; community college; diffusion of innovation theory; librarians
Sirgebayeva, A., Owolabi, N., Baber, L., & Rochon A. (2024). Utilization, challenges, and best practices of open educational resources in Illinois community colleges. Journal of Applied Research in the Community College, 31(2), 93-104.
Understanding the Value of Student Services Management Platforms for Categorical Students in California Community Colleges
Tim Green, California State University, Fullerton
Loretta Donovan, California State University, Fullerton
Ding-Jo Currie, California State University, Fullerton
Community colleges have spent considerable effort and resources to support and retain categorical program students. These students fall under specific categories or programs targeted for special funding or support due to their various needs or backgrounds. This study explored the value of a digital student services management platform for community colleges, emphasizing how categorical students used this program. A multistep analysis of use data was conducted to identify how students used the digital student services management platform for support and advising. Findings indicate there seems to be great value for categorical students in using a digital student services management platform and that, over time, students have become more comfortable using the digital student services management platform. Based on the findings, recommendations for practice are provided for institutions contemplating digital student services management platforms to help support the retention of all students, particularly categorical students.
Keywords: student services; digital support systems; advising; categorical students; retention
Green, T., Donovan, L., & Currie, D.-J. (2024). Understanding the value of student services management platforms for categorical students in California community colleges. Journal of Applied Research in the Community College, 31(2), 105-119.
Community College and University Collaboration for STEM Teacher Preparation
Amber Wagnon, Stephen F. Austin State University
Tarcia Hubert, Lone Star College - Houston North
Keith Hubbard, Stephen F. Austin State University
Tracy Samuel, Lone Star College - Houston North
We examined a collaboration between a community college and a university that aimed to encourage STEM majors to pursue science and mathematics teaching careers. This qualitative study examined the impact of recruiting students and offering UTeach replication courses at a community college on students’ interest in teaching and actual matriculation rates into an educator preparation program. Several barriers were identified, including nuanced financial barriers, interinstitutional challenges (ex., the way courses were transferred), student inability to move to the university’s location, and cultural differences at the university campus that decreased student interest in matriculation. The study also found that the program increased student interest in STEM teaching, strengthened student confidence in their teaching ability, and materially changed students’ educational plans.
Keywords: community college partnership; STEM teaching; educator preparation; barriers to transfer
Wagnon, A., Hubert, T., Hubbard, K., & Samuel, T. (2024). Community college and university collaboration for STEM teacher preparation. Journal of Applied Research in the Community College, 31(2), 121-135.
“I Only See Positive for Those with a Degree”: Employer Hiring Practices of Community College Health Information Technology Program Graduates
Tricia L. Broughton, Illinois Community College Board
Carrie A. Kortegast, Northern Illinois University
Research has suggested that employability, as perceived by employers, goes beyond the technical skill requirements of the job. This case study aimed to better understand Illinois employers’ perspectives on community college health information technology (HIT) program graduates during the hiring process and, ultimately, understand whether applicant possession of a degree influenced those hiring practices. Key findings included (a) the demonstration of soft skills during the interview positively influenced hiring for HIT program graduates; (b) achievement of a college credential, particularly a HIT AAS, served as a proxy predictor of employee success; (c) stigma associated with community college education did not negatively impact hiring or employee success within the hierarchy of health care organizations; and (d) employer hiring practices were not influenced by regional differences in labor markets. Overall, employers expressed positive perceptions of applicants and employees who had attended a community college.
Keywords: community college; career and technical education; health information technology; employability
Broughton, T. L.., & Kortegast, C. A. (2024). “I only see positive for those with a degree”: Employer hiring practices of community college health information technology program graduates. Journal of Applied Research in the Community College, 31(2), 137-151.
Operationalizing a Student Equity Framework into an Integrated Annual Planning Strategy
René Ragmett Alvarez, San José City College
Rowena Tomaneng, San José City College
Joyce Lui, San José City College
Institutional efforts to implement equity principles that bolster student development and learning outcomes hit a wall at the point of integration into the design and delivery of programs, curricula, policies, processes, and services. This practice brief showcases the San José City College Student Equity Framework and Integrated Planning Strategy to demonstrate a practical model for using innovative equity-assessment tools that operationalize equity in an integrated annual program-review and resource-allocation process at an institution. Developing clear definitions and transparent practices that foster an equity-minded, data-informed culture among campus constituents can make implementing equity more realistic and grounded. Equity-minded reflections facilitated by community members completing a rubric developed by the college eliciting feedback on their specific program, curriculum, policy, process, or service resulted in concrete action plans.
Keywords: equity principles; integrated program review; strategic institutional planning; student equity framework
Alvarez, R. R., Tomaneng, R., & Lui, J. (2024). Operationalizing a student equity framework into an integrated annual planning strategy. Journal of Applied Research in the Community College, 31(2), 155-167.
Why Women Choose Community Colleges and How Colleges Can Better Serve Them: Becoming the Best Choice Among Many Options
Mark Fincher, Mississippi State University
Abby Clement, Mississippi State University
Brenda Reed, Mississippi State University
Bailey Weddington, Mississippi State University
Jennifer Mclemore, University of Arkansas
Women choose to attend community college in relatively high numbers. It is widely assumed that these women do so due to a lack alternatives, not as a choice. This conflicts with established research on consumer decision-making. Community colleges have important strategic advantages over universities. These advantages stem from geography, program offerings, and institution structure. This practice brief explores the college selection process of women under the bounded rationality of consumer decision-making theory. The bounded rationality of many female students can cause them to select community colleges due to their goals and priorities. Recommendations for practice for attracting high-quality and selective female students are provided. Community colleges can become the best option rather than just the last resort.
Keywords: women; community college; college choice
Fincher, M., Clement, A., Reed, B., Weddington, B., & Mclemore, J. (2024). Why women choose community colleges and how colleges can better serve them: Becoming the best choice among many options. Journal of Applied Research in the Community College, 31(2), 169-180.
Advancing Sexual Health Education in Arkansas’s Community Colleges: Addressing Disparities and Promoting Well-Being
Crystal DeVon Branch, University of Arkansas
This practice brief explores the potential benefits of implementing comprehensive sex education programs in Arkansas’s community colleges to address disparities in health care access, health outcomes, and health literacy, particularly in rural and underserved communities. Against the backdrop of restrictive abortion policies and significant gaps in reproductive health care services, the importance of equipping young adults with accurate information about sexual and reproductive health is emphasized. Drawing upon existing literature and theoretical frameworks, this brief offers recommendations for community college administrators, educators, student support services, and community partnerships to advance sexual health education initiatives. By embracing evidence-based interventions and fostering collaborative partnerships, community colleges can empower students to make informed decisions about their sexual health and relationships, contributing to a healthier, more equitable future for all residents of Arkansas.
Keywords: comprehensive sex education; community colleges; health disparities; health literacy; reproductive health; Arkansas
McBride, R., Perry A., & Kinsinger, B. (2024). Advancing sexual health education in Arkansas’s community colleges: Addressing disparities and promoting well-being. Journal of Applied Research in the Community College, 31(2), 181-190.