ERIC Number: ED333961
Record Type: RIE
Publication Date: 1991
Planning in the 90's for Community Colleges: Coping with Rapid Change by Linking Futures Research with Professional Development.
Kelly, Diana K.
The rate of the change now occurring outside of community colleges has made long-range planning an especially difficult task. Futures research, which attempts to forecast future scenarios by studying societal, economic, and demographic trends, can be used effectively to facilitate the institutional planning process by anticipating both internal and external changes. Forecasting can be valuable only if it is communicated to relevant decision makers, if the decision makers believe the forecast, and if there are resources available to act on the information provided. Given the normal resistance to change encountered within institutions, futures research can only be successful if the human element of the organization is considered first. Anticipating change and finding the roots of resistance to change are first steps in coping with change--a transitional process that concludes with a "new beginning"--and in eventually embracing change. Futures research can assist in this process by helping members of an institution recognize "endings," prepare for the future, and collaborate in planning for the future with a sense of greater control over the changes that are likely to occur. Futures research can also be used to answer questions about the likely impact of various issues already facing community colleges today, specifically, issues related to: societal trends; changes in the community colleges student population; community college faculty; financial resources; facilities and technology; accountability; and leadership. Implementing a futures research approach to planning will require linking, planning, research, and professional development. A 45-item bibliography is included. (PAA)
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Authoring Institution: N/A
Note: Graduate Seminar Paper, Claremont Graduate School of Education.