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ERIC Number: ED344632
Record Type: RIE
Publication Date: 1992-Apr
Pages: 42
Abstractor: N/A
Reference Count: N/A
The Impact of the Organizational Environment on the Community College Transfer Function.
Banks, Debra L.
In 1992, a study was conducted to examine the relationship between a number of organizational criteria and the community college transfer function. Using a case study approach, six California community colleges, with either above average or below average transfer rates, were assessed in terms of adaptive capacity; organizational culture and climate; governance processes; institutional communication, commitment, and focus; curriculum; activities to promote transfer; and social networks. Data were gathered from administrators, faculty, counselors, and students via questionnaires, interviews, analyses of reports, and site visits. Study findings included the following: (1) survey respondents at high-transfer colleges felt greater loyalty and commitment to their institutions than low-transfer colleges; (2) student services, such as retention programs and services for at-risk students, were given equal attention at high- and low-transfer colleges; (3) high-transfer colleges stressed liberal arts courses in their curricula, while low-transfer colleges stressed general education and vocational courses; (4) high-transfer colleges were significantly more likely to stress innovation in curricula and programs; (5) student outcomes were the result of institutional practices and staff commitment to improving transfer education; (6) institutional leadership was key in initiating and managing change within the college; and (7) participatory governance was central to building commitment among college staff and inspiring them to become involved in their institution. Appendixes provide related data tables and charts. (JMC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: California
Note: Paper presented at the Annual Conference of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).