ERIC Number: ED468768
Record Type: RIE
Publication Date: 2002-Apr
Enhancing the Educational Effectiveness of Two-Year Colleges: New Perspectives and Evidence of the Role of Institutional Characteristics.
Smart, John C.
This study researched how the characteristics of higher learning institutions affect the persistence and learning of college students. The author examined the extent to which perceptions of students' academic, personal, and career development and their satisfaction with their educational experiences in the two-year college are related to measures reflecting their campus cultures, campus missions, and managerial behaviors of campus leaders. The study was based on information obtained from a survey of full-time faculty and administrators in a statewide system of 14 community colleges. The institutions enrolled a total of 111,602 students, with enrollments by campus ranging from 2,967 to 14,052. Completed surveys were received from 1,423 (52%) of the total 2,716 full-time faculty and administrative staff. The typical respondent was white (82%) and female (55%), with a mean of 11.21 years professional experience at the college. The survey instrument was made up of four sets of variables designed to measure organizational effectiveness, assess organizational cultures, measure managerial role types, and assess campus missions. The collective results across the four equations clearly supported the central importance of a high level of agreement regarding the missions of community colleges and consistency between the actions of campus leaders and those espoused missions. (Contains 37 references.) (NB)
Descriptors: Administrator Behavior, Administrator Effectiveness, College Environment, Community Colleges, Educational Quality, Effective Schools Research, Institutional Mission, Leadership, Leadership Styles, Learning, Organizational Climate, Outcomes of Education, Program Evaluation, School Culture, Two Year College Students, Two Year Colleges
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).