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ERIC Number: EJ1010014
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1066-8926
Community Colleges and Market Responsiveness: A Conceptual Analysis and Proposed Model
Adams, Jimmy L.; Edmonson, Stacey L.; Slate, John R.
Community College Journal of Research and Practice, v37 n7 p528-540 2013
In this article, we explore the functions of the traditional community college and its expanding mission in regard to its responsiveness to changing economic conditions and workforce development needs. To date, few researchers have specifically addressed market responsiveness in community college settings across the United States. In addition, we introduce a model in which a comprehensive framework of the components and dimensions that comprise a market responsive institution is provided. Examining dimensions that characterize market responsive community colleges helps to deepen the theoretical and practical understanding of market responsiveness in two ways. First, it helps educators gain a greater understanding about the internal and external contexts in which community colleges operate. Second, it helps educators better understand how core institutional internal and external dimensions interact to create a market responsive environment. The proposed Model of Market Responsive Institutions can be used by community college leaders as a guide for understanding their internal and external context. In addition, community college leaders can use this model in identifying factors that support their ability be responsive in a constantly challenging and changing environment. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A