ERIC Number: ED457875
Record Type: RIE
Publication Date: 2001-Oct
Reference Count: N/A
Addressing the Discourse on the Future of Post-Secondary Education: The Relationship between Mission and Funding in Community Colleges.
Strauss, Linda C.
This paper discusses the growing segments of postsecondary education that are cutting into the market niche developed by community colleges, such as for-profit institutions offering degrees at costs substantially below those of traditional schools. More institutions often mean more competition for state funding and students (tuition revenue). The more that the community college market is saturated by other postsecondary initiatives, the fewer resources are available to support community colleges. The paper proposes that clarifying educational mission statements can alleviate the stress on funding issues for postsecondary education. Also, instead of relying on appropriations, community colleges can become proactive and seek out opportunities to serve the needs of constituents through an entrepreneurial-type model. These activities can include soliciting local and national companies for support, both in terms of dollars and equipment. While mission clarity and funding models are not quick fixes for the issues facing postsecondary education, they do propose a starting place for involving community colleges in current and future discourse. Utilizing funding patterns consistent with institutional sector performance indicators would allow states to appropriate more dollars to institutions performing according to agreed-upon missions, and allow more effective coordination of services to the citizens of the country and beyond. (Contains 16 references.) (EMH)
Descriptors: College Curriculum, College Outcomes Assessment, Community Colleges, Discourse Communities, Financial Support, Institutional Evaluation, Mission Statements, Performance Factors, Public Education, School Funds, School Support, State Aid, State Federal Aid, Tax Allocation, Two Year Colleges
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A