Good Writer 64 | - ✏ Freelance Writer
Oct 01, 2014 | #1
COMMUNITY COLLEGES AND UNIVERSITIES: PHILOSOPHICAL AND BUREAUCRATIC DIFFERENCES
A Conceptual Introduction
Public universities, junior colleges, technical schools, private universities and community colleges all fall beneath the umbrella of terms like higher education, academia and post secondary education (Kelly-Kleese, 2004). Despite being lumped together in most casual discourses, these institutions are actually dissimilar in a many fundamental ways including but not limited to: history, mission, organizational structure and faculty expectations. For community colleges, the underlying purpose in which they serve and the way in which the organizations are run and staffed are quite different from their traditional university counterparts. While they share the same broad goal of providing post secondary education, the specific intents of the organization and the self image of the roles they fill are not the same. In an effort to explore the differences between community colleges and universities, this work will explore the salient characteristics of both institutions with attention to how these characteristics that exist in the Hong Kong educational paradigm.
Community Colleges: A General Overview
Traditionally, higher education has been a service that is not available to all members of society. There is a higher concentration of people who's parents have been to college and that are members of higher socioeconomic status attending college than those of poorer and more trade oriented backgrounds. With higher degrees translating into higher wages, keeping divisions between the educated and the uneducated perpetuates an imbalanced social construct. In an effort to assuage the availability of higher education to all members of the community, the concept of the community college was born. According to Charlie Wilson (2011), "One of the proudest things I feel about you is our college wants to be a community college and is set up to serve the entire community" (p. 1). Community college is a logical education institution as just as children differ when they start school, the needs of a student differ when their secondary education is finished (Education, 2011). People have different goals, different past educational records and differences in economic resources (Education, 2011). These three dynamics create a set of conditions that can influence what the next logical choice is for a student leaving high school that wants to continue his/her educational journey. On an economic level and on an academic achievement level, community college is available to far more community members.Generally, the only requirement for getting into a community college is a high school diploma and the financial resources to pay for the service. People who cannot afford to go to school full time can benefit from the flexible community college schedule and the cheaper tuition (Education, 2011). Community college students often times have part or even full times jobs while they are attending while this is far less common in the more rigid university paradigm. It is estimated by researchers that 59% of community college students are enrolled part time (Education, 2011). Community colleges can perform two functions, they can allow for students to get two year general degrees, get credits to transfer to a university or to simply gain skills in a class or series of classes that will help them in their career or personal endeavors. Some of the more general differences between the community college and the university are identified by Harrington (2008) as follows, community colleges have smaller class sizes, they generally do not have on campus housing, they are less expensive and they are less of a community. The community portion of the name is a description for who they serve rather than what they are about. A regular university has sports, clubs, history and other dynamics that seek to facilitate the social aspect of a college environment (Harrington, 2008). On an educational level, community colleges have associate of arts degrees and usually nothing higher (Harrington, 2008). This is very useful as a transfer end for students wishing to move on to a more conventional university (Harrington, 2008). It is also useful for those instances where a particular occupation necessitates some college but not a full bachelor's degree. The function that the community college serves makes the perception and operation of the community college different on the bureaucratic level as well.
Bureaucratic Levels
Universities are synonymous with academia. Community colleges, based on their standards for students and professors, are generally not included in such discourses or perceptions. According to the National Center for Postsecondary Improvement, "Community college faculty receive scant attention from postsecondary researchers--or worse, are simply dismissed as a separate, and by implication lesser, class of college professors" (As cited by Twombly & Townsend, 2008, p. 5). Despite this factor, community college instructors teach about 37% of all undergraduates thereby making them responsible for the education of a large proportion of individuals (Twombly & Townsend, 2008). Despite these large numbers, the actual percentage of those students that begin in community college that go on to transfer to universities is only around 25% and it has remained this way for decades (Twombly & Townsend, 2008). The connectivity between the university and the community college educational programs makes them both relevant within the discourse of higher education however (Kelly-Kleese, 2004). Critiques of the community college are generally based around their bureaucratic differences from traditional universities. Those familiar with the standards expected by students and the standards held by professors at traditional universities know that there is a large difference between community college instruction and the expectations of the community college student. For example, a freshman composition course at a community college may be transferable to the local university, however, it is generally understood that such a course would be far easier than it would be if it were taken by a professor at the actual university by a university enrolled freshman. Educational analyst Marshood notes that community college faculty are "neither challenged enough nor challenging to their students in the endeavor of higher learning" (as cited by Kelly-Kleese, 2004, p. 52). Much of this has to do with the expectations of the students. Education can be considered a service and the expectations of those paying for the service generally influence the type of service that is received.
In community college, the students tend to not place in high regard the qualifications of the instructor (Kelly-Kleese, 2004). As outlined by Kelly-Kleese (2004), "The majority of community college students are not interested in faculty scholarship; they are primarily concerned with obtaining credentials to help them qualify for a job or promotion, to upgrade their skills or to transfer to a university" (p. 52). As a result, there is little incentive for the bureaucratic stakeholders governing community colleges to change their practices. More highly trained staff, more rigorous standards and more general difficulty could reduce the popularity of the institution based on its flexibility and price. In this capacity, a community college instructor who has the same skill set as a university professor would logically not want to take the pay cut and the perceptual stigma of being a lesser member of academia by working at a community college. Kelly-Kleese (2004) suggested that the conditions surrounding community college manifest in a phenomenon where those professors value scholarship immensely, however they do not personally engage in it due to their perceived differences in their roles.
Community Colleges in Hong Kong: A Specific Comparison
With the general attributes of community colleges and universities having been identified on the philosophical and the bureaucratic levels, a more specific analysis of the Hong Kong model can be illustrated as it reflects similar thematic. The Hong Kong Labor Department plays an important role in coordinating services related to career placement and education (Leung, 2002). As part of this function, the community college serves an important role. As a long standing example of European imperialist influence, Hong Kong's higher education system has many similarities to its Western counterparts. The community versus traditional university comparison therefore nearly mirrors exactly the aforementioned attributes of the generalized accepted Western model. To demonstrate the specific Hong Kong example, the Hong Kong Polytechnic University and the Hong Kong Community College will be contrasted. It is important to note that the Hong Kong Polytechnic University is the main component of higher education and the Hong Kong Community College is a subdivision of the same entity. As a result, having the same organization look differently at its two services speaks volumes about the perceptual differences between the two organizational purposes.
The self reported mission of the Hong Kong Community College (HKCC) (2011) is "to support academic and career development of aspiring individuals" (p. 1). To accomplish these aims, the HKCC outlined four specific capacities. The first is offering quality sub-degree programs (HKCC, 2011). This is designed to help meet the changing needs of society and to help the students be prepared for working in the region (HKCC, 2011). The next dimension way in which the HKCC seeks to achieve its aims is to provide all around development through nurturing positive attributes like: creativity, critical thinking, active learning, positive attitudes, self confidence and responsibility (HKCC, 2011). They also seek to promote sub degree qualifications while working closely with government agencies, professionals and industries to make sure the programs are relevant (HKCC, 2011). As demonstrated by the ends to their established means, the focus of the HKCC is mostly vocational and job placement related rather than specific to academic or liberal arts development. There are two components, the preparation academics for students to transfer and the career development portion for those students who are not going to move on to universities. In contrast, the Hong Kong Polytechnic University (HKPU) establishes a far more academic leaning approach to their mission and vision. The mission of the organization is outlined under the mantra of PRIDE. The "P" element in pride stands for "programs that are applications oriented and produce graduates who can apply theories in practice" (HKPU, 2011, p. 1). The "R" stands for research "of an applied nature relevant to industrial, commercial and community needs" (HKPU, 2011, p. 1). The "I" component is the intellectual capacity and the "D" component is the dedicated partnerships with business, industry and professionals (HKPU, 2011, p. 1). The "E" dimension stands for "Enabling mature learners to pursue life long learning" (HKPU, 2011, p. 1). In stark contrast to the HKCC, the HKPU emphasizes both the academic and the practical rather than only the practical. On the level of academic there is the identified dimensions of research, intellectual development and life long learning (HKPU, 2011). None of these dimensions are present in the community college mission or goals. As a result, the way in which the community college operates on a bureaucratic level makes it different because there is an overt philosophical difference present.
Case Studies: Student Perspectives
In a personal case study that spotlighted four students, 2 that attended a Hong Kong Community College and two that attended a traditional university, the primary ideological self differences that have been identified in the literature reviewed were also reflected. Community College Student X (2011) explained the following:
I chose the community college model because I just wanted some extra knowledge to help me in my career. I work at a local factory and to be considered for management either a certain number of years of experience has to be present or a certain amount of college hours that are similar to an associates degree. Rather than wait the 5 years to be considered for promotion, I decided to take the fast track and get a two year degree (p. 1).
Whereas Community College Student X chose the community college model for present employment advancement, Community College Student Y (2011) chose for transfer purposes:
I didn't have the greatest grades when I left high school to earn me any scholarships. I was immature in high school and didn't study as much as I should have. Now I know I need a college degree to accomplish what I want to in life and my limited money and poor grades made community college a good option. I plan to transfer in a few years to a university. Community college is helping me develop those skills I missed in high school (p. 1).
In both of the case studies, neither focused their community college expectations on academia or life long learning attributes. The community college was a means to an ends that best fit their respective situations. Both of the students, in addition, reflect the type of students that community colleges typically cater towards. Without the community college option, they would probably not be able to meet their goals. The university students interviewed also reflected the typical visions of a university rather than those of a community college. University Student X (2011) explained:
Education is important to me and to everyone in my family. It's necessary to get a job but its more than that. It opens your mind, challenges you and makes you more well rounded. I worked very hard to get into a good university. I wanted to attend a school with high academic standards because I know the professors will be the best in their disciplines and I can learn the most from them (p. 1).
When asked about community colleges, University Student X (2011) believed that they had their place but that they could not meet her needs. She also stated that the quality of professors at the community colleges is much lower. University Student Y (2011) said the following of community colleges, "I would have used a community college if I couldn't have gotten into a university or if I couldn't have afforded to go to this school....Education is what you make of it and being that I put a high value on it I would make sure I could get it by any means at my disposal" (p. 1). The two university students both reflected occupational goals, but they also reflected academic goals and reflections that were not seen in the responses of the community college students.
Conclusions
Community colleges and universities, while both being categorized as forms of post secondary education, are in fact quite different from one another. On a philosophical level, the differences are overt enough to the extent that the bureaucratic components are structured quite differently. Despite their differences, they both fill a necessary societal function of providing extended educational services. In Hong Kong, as well as in the traditional Western Model, the same sets of characteristics hold true in existing research on the subject and in the included case studies.
References
Harrington, A. (2008). Community college vs. university. Educated Nation. Hong Kong Community College (2011).
Vision and Mission. Hong Kong Polytechnic University (2011).
Our Mission. Kelly-Kleese, C. (2004). UCLA community college review. Community College Review, 32(1), 52-55. Leung, S. A. (2002).
Career counseling in Hong Kong: Meeting the social challenges. The Career Development Quarterly, 50(3), 237-240.
Personal interviews (2011). Case Studies of Community and University Students. Twombly, S., & Townsend, B.K. (2008).
Community college faculty: What we know and need to know. Community College Review, 36(1), 5-10. University vs. community college (2011). Education Bug.