A Framework for Fundamental Change in the Community College: Creating a Culture of Responsiveness.

Autor/inn/en	Lorenzo, Albert L.; LeCroy, Nancy Armes
Institution	Macomb Community Coll., Warren, MI. Inst. for Future Studies.
Titel	A Framework for Fundamental Change in the Community College: Creating a Culture of Responsiveness.
Quelle	(1994), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Attitude Change; Change Strategies; College Planning; College Role; Community Colleges; Educational Change; Educational Theories; Futures (of Society); Institutional Mission; Organizational Change; Social Change; Technological Advancement; Two Year Colleges + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Lösungsstrategie; Studienplanung; Community college; Community College; Bildungsreform; Educational theory; Theory of education; Bildungstheorie; Future; Society; Zukunft; Organisationswandel; Sozialer Wandel; Technological development; Technologische Entwicklung
Abstract	Based on the assumption that the agenda for the nation's community colleges must change in fundamental ways to be able to respond to the emerging expectations of the Information Age, this monograph describes a comprehensive framework for reinventing the core elements of institutional life. Following an introduction, the basic suppositions underlying the framework are reviewed, including the notion that the colleges need fundamental, rather than incremental, change; that fundamental change is necessary when solutions available from institutions are inadequate for society's problems; that new skills and talents are required to resolve current problems; and that the overall goal for colleges is to relate a comprehensive mission to societal circumstances. Next, the following 10 elements of a framework for fundamentally changing the community college agenda are described: (1) think holistically, setting priorities based on community needs, college needs, unit needs, and then staff needs; (2) streamline governance to improve the pace of decision making; (3) redefine roles and redesign work by exploring the strategies of faculty specialization, adaptability, cross functionality, or the use of part-time personnel; (4) diversify funding; (5) provide more options to communities through the use of customized contract programs; (6) assure relevancy of programs and curricula; (7) apply new technology to teaching and learning; (8) cultivate new intra- and inter-institutional relationships; (9) change success criteria from input measures to actual outcomes; and (10) facilitate continuous learning. Includes six scenarios of college planning to encourage discussion of framework elements. A list of individuals interviewed in the development of the framework is appended. (KP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC