A Multiple Streams Analysis of the Impact of Globalization: Case of a Russian Community College

The article describes the features of public (community) US colleges as a part of the US system. This reference provides some aspects of the community college in America. The mission of America’s community colleges is focused on three areas of commitment: access, responsiveness to community need, and equity. It is found that US community colleges are focused primarily on meeting the needs of the local community and cooperation with it, providing training for local organizations and businesses. They offer a wide range of educational programs for the training specialists who are prepared directly for work in the workplace and continuing education (academic (associate degree), labor and vocational (vocational and occupational education) programs; programs in adult education and continuing education, ensuring the implementation of the concept of “life-long learning” corporate training programs for the needs of a particular company or organization, etc.), as well as providing correction a previous level of education and, in some cases, providing a complete secondary education. Community colleges in the United States have a considerable popularity, which is growing every year. Community colleges serve the region where they are located, usually a city and district. College students often study in various forms of education (day, evening, distance form) and have the opportunity to work during the day. The commitment to access is exemplified by the open admissions policies of community colleges and the multiple ways colleges remove financial, physical, and academic barriers to entry. That access has resulted in entry into higher education by first generation, low-income, minorities, dropouts, working adults, and others who lacked the financial, academic, time, or location means to participate in traditional higher education systems. The author summarizes the experience of public (community) US colleges through the prism of the feasibility of its implementation in the domestic educational practice. A special interest of educational manager of Ukrainian colleges is paid on issues concerning governance, financing, access into higher education and cooperation with employers at community colleges. This article will be valued by everyone interested in the past, present, and future of the community college in America.

The article examines US community colleges from a comparative public policy perspective and asks: are they a model for Britain? The introduction provides the context for this question, stating that, while systems of education and training are recognized as vital to a nation's economic and social development, there has been a long standing lack of confidence in the effectiveness of that in Britain, especially in the intermediate post-school sector. A brief section on comparative education and public policy, is followed by a series of questions and answers aimed at providing an answer to the central question, are US community colleges a model for Britain? There follows a comprehensive review of their history, ideology, patterns of development and effectiveness. The conclusion is that, despite criticisms and shortcomings, the ‘multiple mission’ of the community colleges and their service to millions of ordinary citizens, make them a useful guide for British further education colleges.

As the link to postsecondary education and socioeconomic well-being strengthens globally, interest has developed in adopting the US community college model. The US community college model provides a mix of access, fluidity, and interactivity with industry that lends itself to development of curricula that meet the needs of multiple populations, varying lengths, and with recognized value in the workplace (Raby 2009). The driving forces that lead to international interest in the US community college include institutional adaptability, workforce development, an egalitarian ideal, and a student-centered orientation that is not always found in traditional higher education instructional methods (Valeau 2009). Approaches to adoption of the US community college include opportunities for study, faculty, and administrative professional development in US community colleges by international colleagues.

In the 1947 Truman Commission, Zook noted a validation of international education for US community colleges and specified two recommendations for the internationalization of US community colleges. The first recommendation was to embrace internationalization in the curriculum, and the second was to create an educational context in which students could gain an international understanding. This article critically assesses the extent to which US community colleges have met Zook's (1947) recommendations. The findings show that internationalization practices are supported by US community college leadership over time, are found in American Association of Community Colleges policies, are the subject of graduate student dissertations, and are the subject of research since the 1960s. The article concludes with a comprehensive set of recommendations for community colleges to support future actionable international agendas intended to serve the next generation of community colleges and their students.

PurposeThe purpose of this paper is to descriptively characterize the demographic profiles of entrepreneurship educators (EE) in US community colleges, and include descriptive and inferential examination of their pedagogical modalities, attitudes toward online modality, and use of teaching materials, tools and techniques, with resulting impacts and outcomes on students.Design/methodology/approachThis paper analyzed data collected by the National Association for Community College Entrepreneurship on the national landscape of community college entrepreneurship education. The useable sample included 568 responding participants from 270 US community colleges, all of whom self-identified as faculty members who teach entrepreneurship. To enhance the understanding of the findings, a small panel of EE experts was solicited to offer perspective and future study suggestions.FindingsTen distinct findings are offered. These include EE teaching materials, teaching modalities, use of e-learning and alternative techniques, and their relation to modalities; and examination of five distinct entrepreneurial educational outcomes and their relationship to educator use of pedagogical materials, tools and techniques.Originality/valueUnderstanding effective entrepreneurship educational practices is important to globally advancing entrepreneurship education. This paper concentrates on the profiles and practices of educators in the significant but under-researched domain of US community colleges, and offers an incremental contribution and awareness of effective entrepreneurship education teaching methods.

This chapter focuses upon both education and training policy and practice in US community colleges following the period of the 1980s and 1990s where the globalization process shaped and influenced these institutions. On the one hand, institutional policy and behaviors pertain to program completion (including credentialing) and student learning outcomes. On the other hand, national policy for a globally competitive workforce points to the ways in which ideology, particularly neoliberal or liberal market ideology, used the globalization process and globalizing tendencies (e.g., international labor forces, immigration, and information technology). This ideology, or at least its tenets, has insinuated itself into public education. We draw upon a longitudinal investigation of US community colleges that highlights three community colleges, examined initially in the period of 1989–1999 and subsequently in the period of 2000–2013. During the former period, these colleges emphasized international education, cultural diversity, and access to further education as well as job preparation as key features of curriculum. Their operations featured efforts of greater efficiency, the use of information and educational technology, international partnerships and projects, and shifts in organizational structures and management. During the latter period, institutional behaviors and actions took on a decidedly more neoliberal tendency, with greater direction by the state as financial concerns, particularly after 2008 (i.e., the Great Recession), student outcome measures, and efforts for greater accountability and legitimacy were evident. As a result, community colleges in the USA reflect both national policy for a globally competitive workforce, so that the US economy can prosper, and states’ policies for financial constraints on public expenditures through both the rationing of higher education and the generation of revenues (e.g., international education). Thus, community colleges are both vehicles and models of state policy.

ABSTRACTWhile the enrollment trends of international students studying in universities and four-year colleges have been well documented over the recent years, there is evidence that international students are also enrolling at higher rates in community colleges. Although the issues and student service needs and trends of international students studying at four-year universities and colleges have received much attention in the literature over the years, there appears to be a dearth of literature that focuses on international students studying in community colleges. Thus, in response to this gap in the training literature, this study examined the prevalence of on-campus services used and their contribution to the development of sense of belonging for international students studying in US community colleges. Utilizing the Community College Survey of Student Engagement (CCSSE) as our data collection instrument, results of this study suggest that services used by international students in US community colleges are varied. Furthermore, results of multiple regression analyses indicate that academic advising services most contributed to international students’ sense of belonging on US community college campuses. Based on the findings of this study, recommendations on working with international students are provided for community college faculty and student affairs personnel including special recommendations and counseling considerations for college counselors who work with international students.

With the accelerating trends of globalization, neoliberalism, and education internationalization, an increasing number of international students choose to study in US community colleges. In order to understand these students' unique career development path, our chapter reviews the career expectations and aspirations of international students attending US community colleges, the common challenges during their career preparations, and provides an overview of on-campus career services provided by community colleges. Among other reasons that will be discussed, we found that international students value American higher education because it provides a high level of career training, more specialized degree options, and can lead to a degree that will make the student more competitive in the international job market when compared to receiving a degree in their home country. We noted several challenges faced by international students during their career preparations, including language and cultural barriers, lack of social capital, unfavorable immigration policies, and perceived employer biases. We also found that community college career services may be more helpful to international students if counselors familiarize themselves with a student's cultural norms and language ability, and are prepared to address common topics such as Immigration and Naturalization Service rules that affect an international student's employment in the United States. We then discuss the limitations of current research and provide future research directions. In the end, we present implications of the findings for community colleges to better support international students' career development needs.

This study explores the current literature on ‘the effectiveness of electronic-learning (e-learning)’ in teaching/learning language skills. Through providing a comprehensive synthesis of amassed related empirical and conceptual articles, drawing on students’ and instructors’ experiences, a mapping review is conducted to look at the impact of e-learning within US community colleges. This research aims to examine the most recent literature about the efficiency of implementing e-learning alone to deliver language skills in US community colleges, and to investigate if e-learning leads to an increase or decrease in students’ dropout and success rates from community colleges. After examining the available literature, it is concluded that first, using e-learning alone can be accepted as a delivery mode for language skills, however, it still needs several improvements related to infrastructure, and easy to access virtual applications to provide a quixotic experience for students to learn various language skills. Second, although e-learning positively affected domestic students, it has negatively impacted international students who unfortunately either failed in their e-courses or withdrew from the whole program. Moreover, drawing on the syntheses of the low success rates and high dropout rates of students who registered in e-learning courses, the researcher concludes that the results of this study can be used as an evaluative phase for US Community College administrators to prepare colleges with the needed student free services to present innovative e-learning design and experience, and for faculty and to design ideal e-learning courses that are based on motivation and engagement models.

The purpose of this analysis was to understand how organizational logics of a fundamentally local institution – the US community college – change with shifts in sociospatial scalar relations. Data included a 3.26-million word, diachronic corpus consisting of 165 issues of the Community College Journal from 1960 to 2011. Textual prominence, collocation analysis, and concordance analysis suggest that the community college shifted from a commitment to local democracy to an emphasis on competitiveness in a global economy. Rank order correlations and log-likelihood statistics identify significant trends.

Online learning has become a major endeavor in US higher education. A 2016 national study of leadership for online learning explored a new leadership role that Presidents and Provosts at US universities have established to coordinate and direct their efforts in this vital area. But a significant portion of online education is offered by two-year schools, so this systematic national study of online learning leaders at our community college will complement the first study and contribute to our understanding of this vital academic initiative in those institutions.

I take the community college prototype in the United States to be one which provides 2-year courses – at higher education (HE) level – combining liberal, technical, vocational, and occupational or professional elements. These courses typically satisfy the requirements of the first 2 years of 4-year degree courses at universities, so that students can transfer with ease from a community college to a university. Although this prototype is common in the United States, and is becoming more widespread globally (Raby, 2001), it is not so well known in quite this form in the United Kingdom. In this chapter I will examine various differences and similarities between the US community college prototype and its equivalent in the United Kingdom, and also look at the impact on some minority groups within HE in the United Kingdom. I will assume my readers are familiar with the US model, and I will give more details of UK practice. School education in the United Kingdom is currently compulsory up to the age of 16, although in 2007, there was a proposal to raise the age limit to 18 (Browne and Webster, 2007). Beyond 16, most school pupils have three broad options: to leave education; to enter further education (FE); or to stay on at school, or at a sixth-form college, for a further 2 years to take A-Levels or other qualifications, and thereafter perhaps enter HE. This chapter is essentially concerned with the latter two of these three options. In the United Kingdom, FE and HE are essentially totally separate, and have separate funding, although there are fuzzy boundaries and overlaps between the two, as I describe below. HE in the United Kingdom has traditionally been exclusively at undergraduate level and above, whereas FE has been at levels below undergraduate: separate institutions, separate buildings, separate funding, and separate educational levels. This is a simplified picture, because the polytechnics, which became universities in the early 1990s, usually embraced undergraduate education and below, and now FE colleges are taking on some HE work, described later in more detail. Within this chapter I will describe a number of developments within the UK FE and HE sectors. All these developments can be thought of as widening the Chapter 24 UK Case Studies of SpLDs and Widening Participation for Minority Groups

This essay reviews Parallel Societies of International Students in Australia (Gomes, Catherine. 2021. Parallel Societies of International Students in Australia: Connections, Disconnections, and a Global Pandemic, 1st ed. United Kingdom: Routledge), International Students at US Community Colleges (Malveaux, Gregory F., and Krishna Bista, eds. 2021. International Students at US Community Colleges Opportunities, Challenges, and Successes. London: Routledge), and International Students from Asia in Canadian Universities (Kim, Ann H., Elizabeth Buckner, and Jean Michel Montsion, eds. 2023. International Students from Asia in Canadian Universities : Institutional Challenges at the Intersection of Internationalization, Inclusion, and Racialization. 1st ed. New York: Routledge). Collectively, the books elucidate the social and institutional conditions that govern the experiences and coping strategies of international students in three popular study-abroad destination countries: the United States, Canada, and Australia. Through interdisciplinary lenses (e.g., policy analysis, critical race theory, and media ethnography), they examine the lived experiences of international students in terms of mobility, exclusion, and adaptation, highlighting the disjunctures between internationalization rhetoric and practice.

The vast majority of US community college students enroll in educational programs to advance a career pathway that often has labor market value. Most of these programs are terminal and hence, the only opportunity that a student has to gain international knowledge is during studies at the community college. International education is not new to US community colleges. For 60 years, faculty and leaders have understood the benefits of learning beyond borders, be it between local neighborhoods, inter-state, or cross-national. Internationalization is included in curriculum and pedagogy as community colleges define educational programs and student services to serve changing multicultural communities (Raby and Tarrow 1996) and to create new credential and degree requirements to serve changing global employment needs (Treat and Hagedorn 2013). There are now multiple generations of community college leaders who argue that internationalization is an inherent component of community colleges that advances student knowledge and serves the needs of local communities (Gleazer 1975; Hess 1982; Eddy 2014; Ardalan and Sevanthinathan 2015).

This study’s purpose is to explore the impact of the COVID-19 pandemic on international students who were studying at US community colleges at the onset of this public health crisis. While previous work has explored the impact of the pandemic on international students generally, we argue that community college international students deserve focused attention due to their potentially marginalized status on their campuses. Using a mixed-methods research approach, we analyze survey and focus group data provided by 17 randomly-selected community college educators. Our results speak to two overarching themes: the supports provided to students at the onset of the pandemic (and educators reasons for providing these specific supports) and the unique impact of the pandemic on community college international students due to their citizenship or residency status. These findings have important implications for community college leaders and international educators as they work with international students during future times of crisis.