| Throughout the history of colleges, there has been an | | | | operations and funding. Today, these concerns are at |
| overriding issue of change. From their inception, | | | | the forefront of discussion at all community colleges. |
| community colleges have been in influx. The numerous | | | | How these problems are addressed will set the future |
| functions of a college, such as vocational-technical | | | | course of higher education. |
| education, continuing education, developmental | | | | Operations and/or governance have been the pitfall of |
| education, and academic transfer preparation have | | | | many colleges today. Although there are three models |
| created confusion, as to what is the mission of a | | | | of governance, there are two that apply to community |
| college. Confusion has led to problems within the | | | | colleges. |
| system. | | | | The bureaucratic and political models are most often |
| This constant turbulence is even evident when looking | | | | found on today's campuses. The bureaucratic model is |
| at how colleges have developed over time. In the early | | | | a formal structure that has a leader at the top making |
| twentieth century, community colleges were created | | | | decisions. In the political model, the idea is to have a |
| to promote business and industry in the United States. | | | | shared learning community working together to make |
| Society would benefit from the masses gaining | | | | decisions. Both of these methods of governing have |
| knowledge. By providing education, the workforce | | | | draw backs. The structural and legal constraints of |
| would be better trained to keep up with new | | | | each method have proved detrimental to community |
| technologies. | | | | colleges. In order to be successful, community college |
| Another popular belief was to allow everyone an | | | | leaders need to address quality of programs/research, |
| opportunity to meet their potential. Colleges were given | | | | create policy, set values, and support collaborative |
| the task of making sure all individuals were offered | | | | leadership styles both within and outside their |
| choices to further themselves through education. This | | | | institutions. |
| has required colleges to provide remedial or basic skills | | | | The problem of funding is found at all community |
| studies, in order to meet the needs of these students. | | | | college campuses. Colleges have seen a flood of new |
| From this end of the spectrum all the way to the other, | | | | students entering their doors, yet monies to provide |
| with the function of community colleges being | | | | their education has not followed. At one time, |
| community service, colleges today serve a wide range | | | | community colleges were small campuses requiring |
| of needs. Schools were open to the public. Soon, short | | | | minimal support from public funds. Today, campuses |
| courses, workshops, and non credit classes were also | | | | are bursting with enrollment and diverse needs. |
| offered. | | | | Significant state aid and federal funding are required in |
| An additional function of colleges became collegiate | | | | order to meet the current demands. Recently, |
| transfer. Colleges served as a lower-cost alternative | | | | community colleges have been forced to increase |
| to individuals, who eventually planned on attending a | | | | class size, reduce the number of low enrollment |
| university. Universities, on the other hand, viewed | | | | classes, offer minimal student support services, |
| community colleges as a place for adolescents to gain | | | | decrease full-time faculty, and increase part-time |
| the skills necessary to progress forward in the | | | | faculty. |
| educational process. Allowing universities to raise the | | | | These are just some of the responses that schools |
| bar for admission requirements and making research | | | | have been forced to exercise in order to solve the |
| the focus of university campuses. | | | | problem of reduced budgets. Colleges along with |
| Added to all of those functions, colleges also | | | | government agencies must work together to develop |
| undertook the assignment of relieving society of its ills. | | | | an increased and equitable funding model. Without |
| Long ago, colleges were given the task of rectifying | | | | additional funding, community colleges will not be able |
| social issues, ranging from racial integration to | | | | to continue. |
| educating the young on teen pregnancy. | | | | We are at a crossroads. Combining the multiple |
| The community college has been the resource that | | | | missions of community colleges into a focused clearly |
| many turn to help solve the problems that plague the | | | | stated mission is a necessity. Once there is a focus, |
| nation. | | | | the next steps are apparent. It is time to find solutions |
| Over the years, it seems that this lack of mission has | | | | to operations and funding. This will not be an easy |
| hurt community colleges. Coupled with the changing | | | | road. However, losing an American institution, |
| economy and society and the lack of a clear mission, | | | | community colleges, would be devastating. |
| two problems have surfaced. These concerns are | | | | |