Budget Woes Impact Higher Education

America’s financial climate has resulted in many community colleges exploring new ways to perform the business of education. The fiscal challenges confronting 2-year colleges have required them to examine their financial structure. As a result of their assessment, community colleges have discovered revenue challenges exist. These challenges are significant areas of concern for community college leadership. For many these fiscal challenges’ represent a threat to the quality of services to students. To prevent major service reductions and changes, institutions have considered implementing cost saving strategies aimed at sustaining high level programs designed to continue student engagement while offering affordable services.

Many of the actions and recommendations suggested by community colleges to reduce expenditures have met with support from State legislature, primarily because states are expecting a serve budget shortfall (Gregg 2009). For example, according to Dulper (2009) the Washington State policymakers will cut the education budget by $500 million, a $158 million over the first proposal released in December. The revised budget has caused community colleges to scramble in an effort to find ways to make reductions and ensuring access.

An Educational Info Byte: The Underprepared Workforce

Deficits in basic skills cost businesses, colleges and underprepared high school graduates up to $16 billion annually in lost productivity and remedial costs (Capriccioso, 2005). Without authentic open access to an education that is ensured through affordable tuitions, adequate financial aid and flexible course scheduling and delivery, the dream of millions of Americans will never be realized and the competitiveness of America in the market place will continue to erode.

Community College and The For-Profit Sector

Have community colleges been oblivious to the impact and threat presented by the presence of the for-profit sector of higher education, despite their continued success, popularity and profit making abilities? Lee and Merisotis (1990) and Armstrong (2001) asserted that proprietary schools have been overlooked by traditional education researchers. While Kinser (2006) claims literature on postsecondary student affairs has ignored the student services aspects of the for-profit sector. Simply stated there is not much still known about this segment of postsecondary education in America.

An Education Info Byte: The African American Male Student

According to Maxwell (2004), “nationally, a mere quarter of the 1.9-million black men between 18 and 24 attended college in 2000, the last year the American Council on Education reported such statistics.” Over the past 33 years, black women have enrolled in four-year colleges at higher rates than have black men, according to the results of a new study conducted by the Higher Education Research Institute at UCLA's Graduate School of Education & Information Studies.

Role of Student Affairs in the Learning College

A transformation is taking place in student affairs divisions in contemporary community colleges across the nation. Increased accountability demands for student learning outcomes and growing competition from for-profit educational institutions are prompting many colleges to redefine their missions. Many are choosing to progress towards learning colleges, which are outlined in the works of Barr and Tagg; Boggs; Myran, Zeiss, and Howdyshell: Colby; Toy; and O’Banion (as cited in O’Banion, 1997). As a result, student affairs professionals are clarifying their roles in the context of the learning college paradigm.

The evolution of student affairs as a construct is relatively new in higher education. However, Harvey-Smith (2005) points out that although some writers suggest student affairs has antecedents in Athenian education and European universities of the middle-ages, it is primarily an American higher education invention.

Historical Perspective

In January, 1925, the Intercollegiate Council on Personnel Methods (ICPM) was established to assist higher education institutions support students as individuals. In 1926, the ICPM solicited the American Council on Education (ACE) to sponsor a study of personnel practices in higher education. The outcome was the Hopkins Report, which reviewed student development practices at a select number of institutions. Within a decade, the Committee on Personnel Methods (CPM) had created the following set of tools which were being used to address individual student needs: (a) cumulative record cards, (b) personality rating scales, and (c) comparable achievement tests, which have had a lasting impact on the practices of student personnel methods.

In 1936, the Committee on Measurement and Guidance (CMG) was established to coordinate measurement activities for the organization. In 1937, the Committee on Problems and Plans in Education of the American Council on Education (CPPEACE) met in Washington, D.C. to formally recommended that the Committee on Student Personnel Work (CSPW) be established.

The philosophy and purpose of the CSPW was “to assist the student in developing to the limits of his potential and in making his contribution to the betterment of society” (National Association of Student Personnel Administrators in Higher Education (NASPA), 1937, p. 39). By 1949, new goals and objectives were added to the CSPW philosophy that emphasized the importance of education on societal growth and positive influence on the education and development of each individual student (NASPA, 1949, p. 17). The major focus of the new objectives was the student’s full and balanced maturity as a major necessary means of development for each citizen. The recognition of differences in backgrounds, abilities, interests and goals were seen as necessary for optimal development of the individual. Specialists’ efforts were supplemented with preventative advising and counseling by trained faculty members. Mores and policies were recommended that supported favorable conditions of friendly, informal working relationships between teachers and students (p. 34).

More recently, in 1986, student affairs has been challenged to advance individual student learning supported in the learning college movement, including (a) assessing the educational and social experiences of students to improve programming, (b) facilitating faculty-student interaction in programs and activities to develop learning communities, (c) helping students clarify career objectives, explore options for further study, and secure employment, to ensure appropriate career planning and job placement and, (d) continuing to champion students’ rights to promote a highly involved student body interactive in all aspects of college life (as cited in McPhail, 2005). The Student Learning Imperative: Implications for Student Affairs (American College Personnel Association, 1996) was designed to stimulate discussion and debate on how student affairs professionals could intentionally create conditions that enhance student learning and personal development. Major assumptions highlighted in the report are that (a) learning and personal development of students are inextricably intertwined, (b) learning is influenced by a myriad of factors to include the cultures of both the institution and students, and (c) positive in-class and out-of-class settings both on- and off-campus contribute to student learning.

Modern Theories

Modern student development theories are categorized into four distinct areas, psychosocial, cognitive-structural development, social development, and developmental synthesis models (Komives, Woodward, Jr. & Associates, 2003). Psychosocial development theories are structured around what students think about; what their issues are. These theories suggest that the college experience helps students to evolve into mature individuals over time. Cognitive-structural development theories focus on how students think about their issues. “These theories propose cognitive structures, which might be thought of as filters or lenses, of increasing complexity through which one takes in information, perceives experiences, and constructs meanings” (p. 162). As the name implies, social identity theories examine how students see themselves in the world. Finally, the developmental synthesis models take a more holistic approach, viewing the students’ psychosocial and cognitive development as interconnected. Other relevant theories based on typologies, such as the Myers-Briggs theory of personality type, or theories that explore the environment, such as organizational theories, are also important.

Theories are useful to student affairs professionals because they can help the professional interpret what students are saying and can help them analyze the context in which the student speaks. For example, the professional who understands the Myers-Briggs personality types is better prepared to advise students on suitable careers. The application of theories in a learning-centered college environment takes on an even higher level of significance because professionals are better equipped to provide appropriate climates that optimize learning. In this context, student affairs professionals play an intricate role in facilitating learning because of their insight about student development and the stages students must go through to reach their academic, social, and personal potential, thus helping them to evolve into mature, self-confident individuals.

Future Trends and Challenges

Moneta (2003) provides guidelines for future practices in student affairs. He suggests that local campus politics drive the functions of student development and says that student affairs officials should focus on improving relationships with stakeholders to compliment academic programming. In addition, he posits that student affairs professionals should clearly define their role so that all stakeholders understand their vital contribution towards the transformation to a learning-centered college. It is also suggested that assessment methods and quality assurance measures will have to be developed in order to meet the needs of nontraditional and distance learning students.

The author contends that the concept of students as consumers and learners will force institutions to specialize services for the needs of the millennial student. He cited that increases in online and Internet classes and services are important to this generation of students. Further, the author predicts that student affairs professionals will have to serve as life managers, assisting students in a variety of ways, such as (a) facilitating character, self-esteem and fundamental human development, (b) counseling on mental and physical health, spirituality and moral issues, as well as (c) increasing their role in student advocacy.

Conclusion

In conclusion, new roles for educators are emerging as the shift to the learning paradigm occurs. As facilitators of student learning, student affairs professionals will be challenged to become more intentional, integrated, and inclusive with practices and processes. Student affairs will need to closely examine how its operations actually promote student learning, rather than merely provide services to students (Harvey-Smith, 2005).

A News Byte: The History of The American Community College

The history of community colleges varies state by state, including their characterization as a public or private institution. The variations also have a critical impact on how these institutions are funded and build an operating budget. According to the 50 State Survey, there are two primary methods for allocating appropriated funds to community colleges. Many states use a funding formula developed through a legislative process or by the state higher education board. Other states determine appropriations through legislative hearings and/or deliberations while considering state higher education board recommendations (State Funding for Community Colleges, 2000, p. 3).

ACCESS TO HIGHER EDUCATION: IT’S ROLE IN THE AMERICAN ECONOMY

“Globalization is upon us and universities need to prepare their students accordingly. Colleges and universities must be focused on improving our students’ global competency, providing our next generation of leaders with
the ability to think critically – to think globally – in all situations and competing with people from various cultures” (Todd, 2005).

The American economy is an intricate system of multiple components. This delicate, but complex set of systems must work in tandem to ensure America remains viable in a changing global environment. America’s economic structure is designed to provide its citizens with security, wealth, opportunity, independence, freedom, personal and professional enrichment, religious expression, and free public and assessable education. But today a once reliable component of the system is hemorrhaging and if not treated soon the impact on America’s international position as a major economic force in today’s global marketplace will be in peril.

Over the centuries our American educational systems with multifaceted components has been the difference that separated the America economy from all others around the world. America’s educational systems represented America’s most valuable assets and resource. Our educational system is the one aspect in our society all American have come to rely on in times of war, peace, recessions and prosperity. This tireless, yet unheralded component serves as the linchpin that secures America’s place among the elite nations.

However, one aspect of America’s complex set of elements, the American workforce is falling behind other nations. More specifically, the American workforce is sorely lacking in the basic academic and technological skills needed to maintain a competitive edge in the market place, an edge which is eroding daily. The American workforce, a once unbounded strength, capable of amazing achievements is now slowly becoming a liability and threatens the economic health and well being of the United States.

The 21st Century brings with it exciting opportunities, a new world of discoveries and possibilities and at the thrust of this amazing time is technology, rapidly changing and innovative technology. The new economy in the 21st Century will rely more on knowledge power and intellectual capabilities in the areas of critical thinking and Innovative Solution Management (ISM) skills. This new world with its changing technology has the capabilities of turning giants into mortals and mortals into kings. The once clear lead that developed countries such as the United States had in the educational arena is quickly shrinking, as developing countries are rapidly increasing their number and quality of college graduates, while equalizing the access rates to education for those attending secondary and primary schools. The actions of the developing countries have been characterized by Kaplan-Leiserson, (2006) as a “sea change” in the relative education advantage that advanced countries have enjoyed for literally hundreds of years.

The continue change among these developing countries will continue to chip away at the core of America’s economic foundation unless authentic access to higher education for every American who so desires remains a vital and re-newed component in the system of the American economy. An opinion shared by the former U.S. Secretary of Education Margaret Spellings who stated while speaking at the University of North Carolina in Charlotte. "It is time to examine how we can get the most out of our national investment in higher education. We have a responsibility to make sure our higher education system continues to meet our nation's needs for an educated and competitive workforce in the 21st century." (U.S. Department of Education, 2005)

Access to Education = Economic Opportunities

Unemployment rates for workers who have a high school diploma are 50 percent higher than for holders of an associate’s degree and twice that of those who have a bachelor’s degree or higher. Over a lifetime the added economic value of a college education is reflected in earning differences among workers based on their level of education. Those with higher levels of academic attainment have tended to increase their earnings. Individuals with a baccalaureate degree earn on average 40% more –the equivalent of $900,000 – over a lifetime than those who hold only a high school credential (Ruppert, 2003). Human capital theorist holds that colleges and universities contribute to economic growth through the creation of new knowledge and increasing the stock of citizens who are able to implement new processes and technologies into the economy. Researchers estimate that increases in education levels account for 15 to 20 percent of the annual growth in output for the United States.

Mortenson (2003) in his report based on data collected in 2000 indicates that households headed by persons with a least a bachelor’s degree paid 51 percent of all federal income taxes, despite accounting for only 27 percent of all households and 42 percent of all household income. Given these factors the question facing political leaders is not a simple one, but one that impacts the future of society. Can America continue to remain the world’s largest economy with an educational system where access for the vast portion of its population is slowly being eroded? And those impacted the most and can afford it the least are consistently finding it more challenging to pay for an education? The closing off of access to higher education will have a serve and negative impact on minority and women and thereby limit their economic viability. This process is antithetical to the purpose of community colleges and the historical role it has played in the development of the nation’s workforce.

Higher Education and the American Economy

The expansion of opportunities for education beyond high school has to once again serve as the catalyst for the growth of the American economy as it has during much of the past sixty years. The expansion of opportunities can be traced to two major factors. The first is the Truman Act of 1947 and the second the establishment of the G.I. Bill. Through these two congressional acts expanded opportunities for an education beyond high school were made available for every American and the country experienced an economic boom.

America needs this type of landmark legislation today. If America ever dreams of re-capturing its role as a global leader, education has to be a priority. Colleges and universities have a critical role to play in regional, statewide and national economic development efforts. Clearly, higher education and economic development are inextricably linked to one another (Gigerich, 2006) Implications for higher education in the new technological driven flat world are both exciting and challenging. This new horizon of technological advancement combined with increase demands for postsecondary education offers leaders of institutions of higher education, particularly community colleges the opportunity to impact the landscape of higher education.

Montgomery College of Rockville, Maryland Hires New President

According to the Washington Post, Montgomery College located in Rockville, Maryland has completed its five month search for a President with the hiring of Dr. DeRionne P. Pollard. To read more about this story click here