Community college leaders face several fundamental challenges as they work on sustaining the fiscal viability of their institutions. These include the need to anticipate the unintended consequences of performance-based funding, diversify revenue streams in ways that reduce fiscal dependence on tuition and state appropriations, control costs, and…

Several budgeting approaches have been initiated as alternatives to the traditional, incremental process. These include formula budgeting; zero-base budgeting; planning, programming, and budgeting systems; and responsibility center budgeting. Each is premised on assumptions about how organizations might best make resource allocation decisions.…

Community colleges now depend on fundraising to fill a growing gap between institutional needs and financial support from tuition and government taxes. As a result, fundraising has become a critical component of fiscal leadership. This chapter describes emerging ways in which fundraising is being viewed and organized in the community college.

This chapter reviews recent literature on the external fiscal environment in which community colleges operate and on the ways community colleges adapt to changes in that environment.

Draws on findings of U.S. Department of Education's 1999 National Survey of Post-Secondary Faculty to profile full-time community college faculty respondents in 11 disciplinary groups. Asserts that understanding disciplinary variations may lead to a more accurate picture of the differences in faculty work between the two-year and four-year…

Asserts that state school reform policies increasingly emphasize student attainment of defined outcomes at each grade level and view colleges as part of the larger K-16 system. States that colleges must continue to monitor student flow from high schools, articulate curricula, and work with schools to promote student success. (Contains 32…

Argues that deliberations between two-year and four-year college faculty regarding the structure and content of the curriculum and faculty roles can do much to enhance transfer programs. Suggests that faculty should increase their involvement in transfer and articulation processes rather than remaining isolated in their classrooms. (33 citations)…

Argues that professorial work in university-based community college leadership programs should avoid mere advocacy of community colleges, stress intellectual as opposed to vocational ends in their graduate programs, and contribute to a well-defined graduate curriculum. Analyzes the implications of these provisions for professorial work. (17…

Provides a review of the literature on graduate and continuing education for community college leaders, including the preceding articles in this volume. Argues that uncertainties related to these graduate programs rest on two interrelated issues: program intent and professor-practitioner relations. Suggests steps to reduce the gulf between…

Cites ERIC documents and journal articles dealing with general education planning and programing in the community college. Focuses on the general education agenda, curriculum and course development, general education in vocational programs, guidelines and models, and practices. (DMM)

Reviews recent ERIC documents and journal articles dealing with the articulation and transfer process. Focuses on the status of the community college transfer function, the success of community college transfer students at four-year colleges, educational articulation, and experiential learning. Includes an extensive bibliography. (DMM)

Reviews the major themes that need to be addressed in nurturing scholarship at the community college (i.e., a broad definition of scholarship; faculty ties to the disciplines; leaders as scholars; professionalization of the college culture; and the development of a community of scholars). (DMM)

Examines the fit between college outcomes assessment designed to assess specific qualitative outcomes and community colleges' diverse clientele, pointing to a disjuncture of methods and motives. Foresees the possibility of two-year colleges' changing their structure, organization, and academic expectations in response. (30 references) (MAB)