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Re-Mapping the Community College and Global Counterpart Sector: North-South and East-West Dialogues Part 2

Tue, March 27, 3:00 to 4:30pm, Hilton Reforma, Floor: 2nd Floor, Don Diego 4 Section A

Group Submission Type: Panel Session

Proposal

The theme of CIES 2018, “Re-mapping Global Education,” aims to shift the traditional starting point of research to a greater extent toward the global South and global East. This is a proposal for two back-to-back panels that utilize voices from the global South and global East to enable multi-national dialogue on Community Colleges and Global Counterparts. The presentations in this panel, which is the second of a two-part panels, aims to expand awareness of the voices, actors and knowledge producers that have historically been marginalized in educational research and institutions. In so doing, the presenters focus on the conversation on theories and methodologies produced by those in the Community College and Global Counterpart Sector, with a view of exploring new voices around the globe.
There is a sector of institutions in higher education that share similarities in mission, philosophy, and student composition (Kintzer 1979; Raby and Tarrow 1996, Wiseman, Chase-Mayoral, Janis, and Sachdev 2012) that exists alongside the university sector. Examples include Applied Sectors of Higher Education, Higher Colleges of Technology, and University Colleges. These institutions lack a voice in higher education, in part, because of the variety of institutions and the frequently changing structure of these institutions. The labeling of these institutions as a North American prototype also limits voices as this claim does not acknowledge the contributions from the global South and global East. Yet, as this panel demonstrates, not only do numerous institutions around the world call themselves “Community Colleges,” but that non-Western scholars clearly recognize the Community College and Global Counterpart sector (Raby and Valeau, 2009; Raby and Valeau, 2018). There are two common themes in the panel presentations. First, is how institutions succeed in getting more non-traditional post-secondary students into higher education. Second, is the role of these institutions to service local needs.
Three theories ground research on Community Colleges and Global Counterparts which are elaborated upon in this panel. The first theory identifies open access and massification as an opportunity to build social mobility as well as a limitation to maintain societal inequalities. The second theory examines educational borrowing flows and their impact. The third theory is Center/Periphery Theory that supports the local, but builds in inequities. These theories explain how institutions in this sector evolve at a fast rate and how educational change, including academic drift, is a direct response to local, societal and economic needs (Trow 1973, Altbach 2016). While change is at the core of this sector, there remains a common foundation that delineates the distinct contribution these institutions make to higher education as they are unique from universities. Panelists use a variety of methods of analysis including interviews, observation, and content analysis.
This panel celebrate the launching of the new publication: The International Handbook on Comparative Studies on Community Colleges and Global Counterparts (Springer 2018) and provides the first set of comparative studies that explore the complexities of these institutions. This panel focuses on philosophical, economic responses to expanding post-secondary education and the examples of academic drift in Namibia, Curacao, Nepal, and Vietnam.

References
Philip G. Altbach. Global Perspectives on Higher Education. Baltimore: MD: John Hopkins University Press, 2016. 332 pgs. ISBN 978-1-4214-1926-8
Kintzer, Federick. 1979. “World Adaptations to the Community College Concept”. In Advancing International Education. Edited by Maxwell King and Robert Breuder. New Directions for Community Colleges Nu. 26. Jossey-Bass: San Francisco, 65-79.
Raby, Rosalind Latiner and Norma Tarrow (eds.). 1996. Dimensions of the Community College: International and inter/multicultural perspectives. Garland Studies in Higher Education Volume 6 Vol. 1075. New York: Garland Pub., Inc.
Raby, Rosalind Latiner and Edward Valeau (eds.). 2009. Community College Models: Globalization and Higher Education Reform. Dordrecht, The Netherlands: Springer Publishers.
Trow, Martin. 1973. Problems in the transition from elite to mass higher education. Carnegie Commission on Higher Education. Berkeley, CA.: McGraw-Hill. http://www.eric.ed.gov/PDFS/ED091983.pdf
Wiseman, Alexander W., Audree Chase-Mayoral, Thomas Janis, and Anuradha Sachdev. (2012). “Community Colleges: Where are they (not?).” In Community Colleges Worldwide: Investigating the Global Phenomenon. (p. 3-19). Edited by Alexander W. Wiseman, Audree Chase-Mayoral, Thomas Janis, and Anuradha Sachdev. Bingley, U.K.: Emerald Publishing.

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