University of Alaska Southeast Juneau, Sitka, and Ketchikan, Alaska, Year One Review Report, Fall, 2011

A Confidential Peer-Evaluation Report Prepared for the Northwest Commission of Colleges and UniversitiesEvaluation Committee -- Introduction -- Eligibility Requirements -- Standard 1.A Mission -- Standard 1.B Core Themes -- Commendations and Recommendations -- Addendum - Response to Recommendation

A Prospectus on Substantive Change

Prepared for The Commission on Colleges, Northwest Association of Schools and Colleges, October 1, 1987. For consideration by the Commission on Colleges at its December 5 and 6, 1987, meeting at the Salt Lake Hilton Hotel

Communities of leadership in FE

This working paper highlights the significance of multiple communities as crucial conditions, processes and consequences of FE leadership. Our research suggests that in (almost) all their activities FE colleges engage communities. They make important, but frequently under-estimated contributions to the local community and economy. This is the case within colleges (e.g. students and employees), between colleges and their multiple-partners (e.g. in the local community and economy) and between different colleges (e.g. professional networks and associations between Principals). The paper argues that in the FE sector communities and leadership are inextricably-linked, sometimes in mutually-reinforcing, but also in potentially contradictory ways. These communities are not only both internal and external to colleges themselves, they are also multiple and diverse, frequently shifting, interacting and impacting in complex, simultaneous ways. Our working paper: 1. Outlines (some of) the multiple communities served by FE colleges. In particular, we explore the FE college as: a learning community, a socially inclusive community, an inclusive learning community and a provider of adult and community learning. 2. Examines some of the important challenges for those occupying FE leadership positions in seeking to engage with these multiple communities. Our research findings suggest that on-going attempts to engage diverse communities constitute a crucial challenge for effective FE leadership. 3. Suggests a different way of understanding the nature of FE leadership. This indicates that a ‘blended leadership’ (Collinson and Collinson 2005c) approach may be particularly effective in engaging multiple, shifting communities in sustainable ways. 4. Suggests that the community contribution of FE colleges is frequently neglected and/or under-estimated. Many of the staff we have interviewed argue that important aspects of colleges’ community engagements remain invisible or undervalued, particularly by those who evaluate per

Higher Education and Social Impact: Which Colleges and Universities Develop the Next Generation of Leaders for Nonprofits and Government?

This Impact Careers Initiative (ICI) report highlights the colleges and universities that are developing social sector leaders and supporting impact careers. This report was made possible by LinkedIn, which shared data identifying colleges and universities that successfully launch graduates to careers in the nonprofit and government sectors. This report will be followed by an analysis of the best practices of colleges and universities producing public servants

Circular 02/12 : college involvement in companies : consent to participate in, subscribe for or otherwise acquire shares, or securities of, companies providing education funded wholly or partly by the Council

"This Circular confirms that Further Education Corporations (Colleges) have a power to participate in, to subscribe for or otherwise acquire shares in, or securities of, companies. It sets out how the Council will deal with applications from colleges for consent required where these companies provide education that is, or will be wholly or partly funded by the Council. It also provides guidance on the process and the criteria that the Council will use to consider consent and gives Colleges who already participate or have acquired shares and securities a temporary general consent. The policies, principles and overall approach set out in the circular apply to college involvement in any company that provides education where this is funded wholly or partly by the Council. The Council has consulted with the Association of Colleges inthe preparation of this circular" -- front cover

Reinspection of curriculum areas 1996-97: report from the Inspectorate

FEFC INSPECTION REPORT 109/97 REINSPECTION OF CURRICULUM AREAS, OCTOBER 1996 TO MAY 1997 The Council has agreed that colleges with curriculum areas judged by the inspectorate to have more weaknesses than strengths (grades 4 or 5) may have their funding agreement with the Council qualified to prevent them increasing the number of new students enrolled in those areas until the Council is satisfied that the weaknesses have been addressed satisfactorily. The Council requires that colleges are given the opportunity to have curriculum areas graded 4 or 5 reinspected within a year of their original reinspection. Colleges may request the Council to defer reinspection if they do not believe that sufficient improvements in provision have been achieved. This is a report on those curriculum areas, reinspected between October 1996 and May 1997. Inspectors visited 18 colleges to reinspect 19 curriculum areas which had been judged by the inspectorate to have more weaknesses than strengths. Significant improvements were found in all but one of the curriculum areas. The reinspection grades are shown in the table below. The table also indicates those colleges with curriculum areas graded 4 or 5 which will be included in a future reinspection report

Financial Planning Handbook 2010 to 2013

The Financial Planning Handbook sets out guidance on financial planning information that the Skills Funding Agency, Young People’s Learning Agency (YPLA) and local authorities wish to receive by 31 July 2010 from colleges. Production of the Handbook has been a joint exercise involving the College Finance Directors Group (CFDG), the Association of Colleges (AoC), the Skills Funding Agency and the YPLA. Colleges should approve an annual budget before the start of each financial year (1 August). This should be the first year of colleges’ three-year financial plans. To assure that this is done and to provide the fundamental basis for monitoring colleges’ financial health, an updated Handbook is now issued. This document is an executive summary of the key content of the Handbook, which comprises eight individual chapters

Review of Funding Models for KTP Offices

Many UK Universities and Colleges delivering KTP have set-up a KTP Office to co-ordinate their KTP activity. Reflecting issues raised by the recent Knowledge Transfer Partnerships Strategic Review (2010) undertaken on behalf of the Technology Strategy Board by Regneris Consulting, research was undertaken for the National KTP Forum to explore the funding mechanisms and activities currently being delivered by KTP Offices within UK Universities/FE Colleges. KTP Offices undertake a very wide range of activities that are pivotal to the successful development and delivery of KTP. KTP administration and support is currently being funded mainly by University/Colleges and not from the KTP grants themselves. fEC rates used for KTP are normally University fEC rates for enterprise across the organisation and therefore will not include any extra elements in recognition of the high level of administrative burden necessary for KTP. Universities/Colleges delivering KTP under fEC funding rules are funding KTP administration and proposal development from other internal and external funding sources. Reducing the admin burden of KTP will therefore help Universities/Colleges to deliver KTP more cost effectively, but will not justify a reduction in the KTP grant itself. The average administrative cost of most KTP Offices for supporting each KTP is much lower than anticipated by the Regeneris KTP Strategic Review (particularly in the case of Shorter KTP). Over recent years there has been a continual process of review relating to KTP, much of which has placed an increased administrative burden on Universities/Colleges. The findings of this research would suggest that although these changes have been decided centrally, the Universities/Colleges participating in KTP have been forced to pick up the cost of this additional activity

Massachusetts Community Colleges: The Potential for Improving College Attainment

Provides an overview of the state's community colleges, examines promising strategies to improve graduation rates among different demographics, and suggests new practices for community colleges, for collaboration among institutions, and for state policy