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1. 2  Thank you  Research Scholarship Money was very appreciated and used wisely!  Timeline for Presentation  Study brought continuing education.

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Presentation on theme: "1. 2  Thank you  Research Scholarship Money was very appreciated and used wisely!  Timeline for Presentation  Study brought continuing education."— Presentation transcript:

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3  Thank you  Research Scholarship Money was very appreciated and used wisely!  Timeline for Presentation  Study brought continuing education into spotlight  Will be presenting similar scholarship proposal to Illinois Council for Community College Administrators 3

4  The U.S. Economic Recession  Financial Pressures & Higher Education  Illinois Financial Challenges  Community Colleges & their Adult & Continuing Education Programs 4

5  CE Programs need to be examined-state fiscal problems, recession, institutional prioritization  Baby Boomers, more CE for state workforce  How are community college leaders positioning their continuing education programs in order to better serve their districts/communities? 5

6  To better understand how Illinois community college continuing education programs are delivered & how they assist their institutions to fulfill the needs of their district residents.  To examine the perceptions of administrators with respect to the future of continuing education in the face of increasing financial pressures. 6

7  with respect to the impact of financial pressures affecting the future of continuing education departments?  with respect to the financial pressures affecting the future of administration & delivery of continuing education? What are perceptions of administrators: 7

8  with respect to the financial pressures affecting the future of programs in continuing education?  with respect to whether there were significant differences between respondents position, location & type of college & their perceptions of fiscal, administrative & programmatic issues affecting the future of continuing education departments? 8

9  Taxpayers support community colleges & expect relevant & quality programs/courses  More students, less state funding  More research needed on continuing education Depts.  Increasing number of adults wanting classes  People are living longer  More continuing education required for state workforce  One of five main criteria for NCA 9

10  Size of institution may effect administrators views on continuing education  Administrators experience in system may effect views on continuing education  Some administrators may have been reluctant to respond  Study only done in Illinois 10

11  The Community College Movement Joins Higher Education  Illinois Community Colleges Play a Substantial Role in Higher Education  Adult Learning & Its Relevance to Continuing Education  The Inclusion of Continuing Education in the Community Colleges 11

12  Continuing Education: It’s History & Mission in Illinois Community Colleges  Current Issues Effecting Illinois Continuing Education Programs 12

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14  (Quantitative) Descriptive survey  (Qualitative) Interviews 14

15  Surveyed all 48 community college presidents & continuing education program managers  Interviewed three presidents & three continuing education program managers 15

16  Self report survey on Survey Monkey  Jury of experts  Pilot test  Approval from SIU Human Subjects Dept. 16

17  Cover letter & survey went out electronically via Survey Monkey  Had Support community college leaders- Presidents Council, ICCET, ICCEDA, ICCHE  Conducted interviews with administrators 17

18  Percentages, frequencies, means  Recorded comments from interviews-recordings available  Figures, Tables and interview responses  Chi Square & cross tabulations 18

19  Most institutions allocate funds to the CE dept. using internal budgeting process  Respondents said budgets decreasing  Many respondents have seen decreases in their enrollments  Many respondents indicated seeing enrollment increases 19

20  22% of presidents & 36% of the CEPMs have had to lay off employees  1/3 of respondents have reduced the number of course offerings at their institutions  Respondents said their colleges offered courses which don’t meet profit expectations  Tuition & fees, state grants & state appropriations are primary sources of revenue for CE programs 20

21  Most respondents felt their institutions provided adequate financial support  44% of presidents & 30% of CEPMs felt the number of course offerings at their institutions were adversely affected by the state funding changes in the 1990s  20% of respondents indicated state funding is adequate 21

22  Approx. 1/3 of respondents didn’t feel fiscal pressures caused staff or programs to be reduced or eliminated  Most respondents indicated that only 1-10% of their institutions budget went to the CE unit  Several respondents indicated they didn’t have a senior citizens waiver policy  Non-credit CE programs are often the first to go during difficult times 22

23  Respondents disagreed that their CE dept. has adequate classroom space available  Respondents were in agreement their CE units have adequate office space  Respondents were in agreement CE functions are adequately staffed with administrators 23

24  43% of CEPMs & 28% of presidents felt there CE depts. were inadequately staffed with support personnel  Approx. ¼ of respondents don’t feel their CE depts. are prepared for the baby-boomer generation  Interview data indicated that staff are not being let go, but words i.e... merging & streamlining resources, focusing on vital services were heard often 24

25  48% of presidents & 33% of CEPMs indicated they have seen increases in students taking non-credit classes & programs  CE depts. are made up primarily of non-credit, vocational skills, workforce & corporate education classes  ACT Centers, GED/ABE/ASE programs, Welfare- to-Work programs & Illinois Worknet Centers are least likely to be found in CE depts. 25

26  CE programs are designed to meet the needs of the community which are not being met by other parts of the college or the community  Increases in enrollment were attributed primarily to the senior citizen population (primarily the baby-boomers)  Enrollment decreases attributed to staff leaving & responsibilities being consolidated, not as many non-credit courses being offered & people don’t have as much discretionary money available 26

27  Partnerships & online learning were seen as challenges to CE programming  More of an emphasis now on vocational skills classes which generate credit hours & CEUs  Board of trustee members do not always look favorably on non-credit classes during difficult economic times 27

28 A statistically significant difference was found between the respondents:  position & whether they agreed continuing education departments receive adequate classroom space 28

29  location (suburban, rural, urban) & whether their institution is adequately prepared to address the influx of students from the baby-boomer generation  (by type of college-single or multi campus, multi- district) & whether their institutions CE department is adequately staffed with administrators 29

30  Courses which don’t meet profit expectations should continue to be offered  Since primary funding sources are unreliable, might pursue secondary, grant sources  CE budgets reduced, ½ say enrollment increasing & streamlining resources  Majority of colleges allocate 1-10% of budget to CE depts., yet approx. 35% of states students enrolled in CE depts.  Difficulty obtaining best CEPM for study 30

31  Statistically significant difference (by location) between respondents with respect to preparations for baby-boomers- rural colleges less prepared  Survey showed many colleges don’t offer waivers for senior citizens  About 20% of respondents not sure if CE in institution mission statement  Data showed trustees don’t have a good understanding of CE programs & 75% of presidents don’t have CE background  Statistically significant difference between respondents with respect to adequacy of classroom space for CE programs  Without additional state resources, additional emphasis on CE programs is unlikely 31

32  State associations use as guide to clarify role of CE  Identify & pursue secondary sources of funding  Allocate more institutional dollars to CE programs  Increase eligibility for senior waivers to 65 years old  College employees need to know their institutions mission statement  Study should be distributed statewide  ICCB should assist colleges in determining if classes credit or non-credit 32

33  Need to communicate the value of continuing education with their trustees  Should list CEPMs in the ICCCA Directory  Should see that efforts are made to expand programs for senior citizens 33

34  Need to communicate better with presidents & communities  Package & advertise encore classes for seniors  Form more partnerships with local agencies, organizations & with online providers 34

35  Conduct survey with stakeholders in the state  Only focus on non-credit or credit part of CE dept  See if statistical significance on some of other survey questions  Get a better selection of CEPMs  Examine data from the location of the college in more detail 35

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