The Influence of College President Perceptions on Organizational Commitment to Higher Education Market: An Exploratory Analysis of High-Performing California Community Colleges

By Hall, Zachary M. | College and University, Summer 2008 | Go to article overview

The Influence of College President Perceptions on Organizational Commitment to Higher Education Market: An Exploratory Analysis of High-Performing California Community Colleges


Hall, Zachary M., College and University


This article based on a dissertation that was an exploratory examination of how presidential perceptions influence organizational commitment to higher education marketing at high-performing California community colleges. This article provides the background of the study, a discussion of the study's conceptual underpinnings, and the purpose, findings, discussion, implications for practice, conclusions, and limitations of the study.

The seeds of California's community college marketing and "image" challenges were planted as a result of their conception and history (Denton 1970; Zeiss 1986). California started its first community college nearly 100 years ago as a high school extension program in Fresno (PaIinchak 1973; Witt, Wattenb arger and Gollattscheck et al. 1994). The high school provided lower-division college coursework and vocational "technical work" (Witt et al. 1994). At the same time, administrators at the University of California at Berkeley agreed to accept the transfer students as juniors (Witt et al. 1994). In 1909, the state provided high schools the resources to create "junior colleges" (Witt et al. 1994). In the early 1970s, the state system officially adopted a new name - "community college" - to reflect its local community education focus (Palinchak 1973; Witt et al. 1994).

In conjunction with the University of California (uc) and the California State University (csu) systems, the state legislature created America's first comprehensive master plan for higher education in i960 (Kerr 1994). The master plan directed junior colleges to provide vocational and lower-division education and to award associate of arts degrees. The csus were to provide lower- and upper-division courses and to award bachelor's and master's degrees. And the ucs were to focus on research and to provide academic coursework for bachelor's, master's, and doctorate degrees (Kerr 1994). The master plan established a role and position for each system within the state's higher education hierarchy.

Community colleges are funded in the same manner as K-12 schools. Colleges receive financial resources based on daily attendance. The Full-Time Equivalent (FTES) student contact hours accounting system is based on the state master plan's mandate, which means that junior colleges are dependent on steady enrollment for steady funding (ceco 2004). The funding system inextricably ties enrollment and funding; as a result, the junior colleges are in the position of constandy trying to attract students and community support in order to maintain resource levels and relevancy.

MARKETING AND IMAGE PROBLEMS

Community colleges are struggling to overcome prestige, reputation, and image problems in their effort to compete for students and resources (Consand 1968). Watts and Barista (2005) write, "Warranted or not, community colleges have gotten a reputation for being 'junior' institutions that provide a second-rate education compared to fouryear schools" (p. 26). A review of the literature suggests that community colleges face specific image and marketing problems, including elitism (Palinchak 1973; Witt et al. 1 994), a lack of scarcity (Lynn 1992), myths, misconceptions (LeClaire 2006), insufficient information (Hayward et al. 2004), and fragmentation (Ryans and Shanklin 198e).

The literature also suggests that it is these challenges that have contributed to community colleges' enrollment and funding deficits. The literature demonstrates that many American colleges and universities have faced and overcome these and other challenges through leadership that was dedicated to marketing. More specifically, these organizations have succeeded because they had leaders who recognized and embraced the potential offered by marketing philosophy and were committed to making the needs of students and the community a top priority on campus (Hanson 2003; Ko der and Goldgehn 198 1; LaFleur 1990).

CONCEPTUAL UNDERPINNINGS

Marketing in Higher Education

Business and public policy literature indicate that marketing is a concern for universities and colleges and that these institutions are engaged in marketing whether their leaders intend to be or not (Berry and .

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Influence of College President Perceptions on Organizational Commitment to Higher Education Market: An Exploratory Analysis of High-Performing California Community Colleges
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.