New Directions in Doctoral Programs

Autor/in	Guth, Douglas J.
Titel	New Directions in Doctoral Programs
Quelle	In: Community College Journal, 91 (2021) 6, S.22-28 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1067-1803
Schlagwörter	Educational Change; Doctoral Programs; Community Colleges; Educational Administration; Leadership; Theory Practice Relationship; Postsecondary Education as a Field of Study; Maryland; North Carolina + Suchen Sie Ihr Suchwort? Bildungsreform; Doktorandenprogramm; Community college; Community College; Bildungsverwaltung; Schuladministration; Schulverwaltung; Führung; Führungsposition; Theorie-Praxis-Beziehung
Abstract	How community colleges educate students is an ever-changing proposition, one marked by an increasing number of unfilled leadership positions and an operational landscape even more reliant on labor market outcomes, learning, equity and completion. A growing number of senior leaders approaching retirement has created a wealth of career opportunities for the next generation of community college executives. In response, state colleges and universities are revamping doctoral degrees in community college education. The goal is to fill vacant management gaps at the highest levels of two-year institutions, and to train future leaders for a brave new world centered on learner access and postgraduate achievement as well. (ERIC).
Anmerkungen	American Association of Community Colleges. One Dupont Circle NW Suite 410, Washington, DC 20036. Tel: 202-728-0200; Fax: 202-833-2467; Web site: https://www.aacc.nche.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01