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Agenda for the 80s: Community College Organizational Reform

In the 1950s two-year colleges were junior colleges that offered a transferable general education curriculum. In the 1960s the two-year colleges assiduously cultivated the career education function. Finally, in the 1970s, the two-year colleges projected a comprehensive tripartite image that included a continuing education function. Along with these developing diverse functions, community college students and faculty have been rapidly changing. Just as part-time faculty have increased significantly, so have part-time community college students. Accompanying these remarkable developments have been shrinking fiscal resources, enrollment projection declines, and growing fiscal conservatism. In the 1970s the part-time faculty member became the focus of a complex struggle on the nation's community college campuses. In this struggle, the faculty union view, the administrative view, the fulltime faculty view, the student view, and the part-time faculty view have appeared irreconcilable. Clearly, postsecondary educational needs are changing; this decade's adult, part-time students place different demands on twoyear institutions than earlier, more traditional students. For survival, community colleges must adapt to these changing learner needs. As community college faculties/organizational structures mature, as collective bargaining codifies policies, procedures, and pay scales, and as fiscal conservatism spreads, the ability to adapt to new initiatives may become increasingly restricted. This article briefly reviews the most recent literature regarding the part-time faculty dilemma and proceeds to identify some learner needs that have implications for a more responsive, effective organizational structure. Potentially, through a more highly differentiated structure, institutions can effectively deploy both fulland part-time faculty.