Two-Year, Community, and Junior Colleges: On Stepping-Stones and Higher Education

ADE Bulletin ◽  
2020 ◽  
Vol 158 (0) ◽  
pp. 9-14
Keyword(s):  
Higher Education ◽  
Junior Colleges ◽  
Stepping Stones

Organizing a National Education Movement: 1900–1945

1989 ◽  
Author(s):  
Steven Brint ◽  
Jerome Karabel
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Organizational Innovation ◽  
Subsequent Development ◽  
Junior College ◽  
Junior Colleges ◽  
Late Nineteenth Century ◽  
National Education ◽  
Type Of Institution ◽  
The University

Of all the changes in American higher education in the twentieth century, none has had a greater impact than the rise of the two-year, junior college. Yet this institution, which we now take for granted, was once a radical organizational innovation. Stepping into an educational landscape already populated by hundreds of four-year colleges, the junior college was able to establish itself as a new type of institution—a nonbachelor’s degree-granting college that typically offered both college preparatory and terminal vocational programs. The junior college moved rapidly from a position of marginality to one of prominence; in the twenty years between 1919 and 1939, enrollment at junior colleges rose from 8,102 students to 149,854 (U.S. Office of Education 1944, p. 6). Thus, on the eve of World War II, an institution whose very survival had been in question just three decades earlier had become a key component of America’s system of higher education. The institutionalization and growth of what was a novel organizational form could not have taken place without the support and encouragement of powerful sponsors. Prominent among them were some of the nation’s greatest universities—among them, Chicago, Stanford, Michigan, and Berkeley—which, far from opposing the rise of the junior college as a potential competitor for students and resources, enthusiastically supported its growth. Because this support had a profound effect on the subsequent development of the junior college, we shall examine its philosophical and institutional foundations. In the late nineteenth century, an elite reform movement swept through the leading American universities. Beginning with Henry Tappan at the University of Michigan in the early 1850s and extending after the 1870s to Nicholas Murray Butler at Columbia, David Starr Jordan at Stanford, and William Rainey Harper at Chicago, one leading university president after another began to view the first two years of college as an unnecessary part of university-level instruction.

Relation of Junior Colleges to Higher Education: Report of Committee J

1935 ◽  
Vol 21 (5) ◽  
pp. 405
Author(s):  
A. C. Krey ◽  
H. G. Doyle ◽  
W. C. Eells ◽  
L. V. Koos
Keyword(s):  
Higher Education ◽  
Junior Colleges ◽  
Education Report

scholarly journals No Longer Junior Colleges: Integrating Institutional Diversity in Graduate Higher Education Programs

10.28945/3888 ◽  
2017 ◽  
Vol 2 ◽  
pp. 147-163
Author(s):  
Jennifer L Lebron ◽  
Jaime Lester
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Junior Colleges ◽  
Integrated System ◽  
Institutional Diversity ◽  
Education Programs ◽  
Graduate Course ◽  
College Leadership ◽  
Graduate Curriculum ◽  
Four Year Institutions

Aim/Purpose: This article argues that given the isomorphic pressures on both community colleges and four-year institutions, historic divisions between community college leadership programs and general higher education programs are no longer serving the needs of new scholars and practitioners in the field. Graduate programs of higher education should integrate an understanding of community colleges and institutional diversity in meaningful ways throughout a graduate curriculum now focused on four-year institutions. Background: Community colleges and four-year institutions are engaging in isomorphic change which is weakening traditional boundaries between these sectors to create a more integrated system of higher education. Methodology: Using a framework of institutional isomorphism, this article reviews recent literature on changes within community colleges and four-year institutions and provides recommendations for infusing this isomorphism into graduate higher education programs. Contribution: By infusing an understanding of institutional diversity into all graduate course-work, educators can prepare future scholars and practitioners for a changing higher education landscape and expand beyond reductive representations of the higher education field.

scholarly journals Rethinking Quality Assurance in Curriculum Development and Implementation for Higher Education in Africa

2020 ◽  
Vol 1 (3) ◽  
pp. 20-31
Author(s):  
Innocent Mutale Mulenga
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Curriculum Development ◽  
21St Century ◽  
Rapid Expansion ◽  
Sub Saharan Africa ◽  
Bench Mark ◽  
Education Curriculum ◽  
Stepping Stones ◽  
Higher Education Curriculum

Far-reaching advances and change in technology, climate and global economic integration are transforming the way we live today in ways that we do not yet fully understand. In sub-Saharan Africa, these uncertainties make a dramatic increase in population and a rapid expansion and demand in higher education. This creates challenges especially where higher education curriculum development and quality assurance are concerned since higher education has to provide the much needed appropriate work force. In this paper, the author explores the opportunities that quality assurance in higher education curriculum development can ride on using the thinking behind 21st century competencies. The chronicle of this discussion combines clear academic definitions of curriculum, curriculum development and then an analysis of how 21st century competencies may bench mark quality assurance in curriculum development for higher education. The final section of the paper brings together some challenges that are real threats and impediments to quality assurance in curriculum development in most African tertiary institutions. In the conclusion, the author feels that there are no reasons why African countries cannot transform challenges into stepping stones through quality assurance and improvement of their higher education sector so as to make it vibrant and productive. This will require a mind-set transformation.

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