A CASE STUDY OF THE COMMUNITY COLLEGE BACCALAUREATE:
WHAT HAPPENED IN TEN YEARS?
by

Bonnie S. Hofland

A DISSERTATION

Presented to the Faculty of
The Graduate College at the University of Nebraska
In Partial Fulfillment of Requirements
For the Degree of Doctor of Philosophy

Major: Educational Studies

Under the Supervision of Professor Barbara LaCost

Lincoln, Nebraska
August, 2011


UMI Number: 3466789

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UMI 3466789

Many people at Great Basin College provided support and encouragement while I
completed this study. Twenty participants spent time answering questions, both inside
and outside of the interviews. Administration, staff, and faculty members provided
memories, expertise and support to ensure that a complete picture of Great Basin College
was revealed. I am especially thankful for the mentoring and constant advice of Dr. Cliff
Ferry.
My family played a key role in completing my dissertation. The listening ears of
Shirley Henderson and Barbara Henderson-Forrest assisted in seeing the bigger picture of
the degree while making the experience meaningful. I am thankful for my children who
gave up family time while I worked on my degree and the constant nudge to keep my
sense of humor. Most importantly, I am appreciative of my husband who believed in me.


v
TABLE OF CONTENTS
Chapter I INTRODUCTION ...............................................................................................1
Problem Statement ...................................................................................................1
Purpose of the Study ................................................................................................5
Research Questions ..................................................................................................5
Central Research Questions .....................................................................................5
Topical Research Questions................................................................................5
Location and Scope of the Study .............................................................................6
Significance of the Study .........................................................................................7
Definition of Terms and Acronyms .........................................................................8
Assumptions...........................................................................................................10
Delimitations and Limitations of the Study ...........................................................11
Overview of the Remaining Chapters ....................................................................11
Chapter II REVIEW OF THE LITERATURE ..................................................................14
History of Community Colleges and their Evolving Mission ...............................14
Community Colleges and Baccalaureate Programming ........................................24

Research Question #1 ................................................................................82
Research Question #2 ................................................................................94
Research Question #3 ..............................................................................103
Research Question #4 ..............................................................................109
Research Question #5 ..............................................................................111
Faculty..........................................................................................111
Faculty Workload.........................................................................116
Governance ..................................................................................118
Culture .........................................................................................119
Facilities, Equipment and Library ...............................................122
Curriculum and General Education ............................................125
Students and Student Services ....................................................133
Central Research Question ..................................................................................139
Summary .............................................................................................................149
Chapter VI THEMES .......................................................................................................150
Change ................................................................................................................151
Inevitably .................................................................................................152
Leadership ................................................................................................153
Technology ..............................................................................................156
Connected with the Community ..........................................................................163
Summary .............................................................................................................171
Chapter VII SUMMARY, INTERPRETATIONS, CONCLUSIONS, AND
RECOMMENDATIONS ....................................................................................173
Summary of Findings ..........................................................................................174
Impacts ................................................................................................................175
Themes ................................................................................................................177
Interpretation of Findings ...................................................................................178
Recommendations for Further Research .............................................................182
Conclusions .........................................................................................................184
REFERENCES ...............................................................................................................186

viii
LIST OF TABLES
3.1

Average Years of College Involvement for Interviewees..................................46

4.1

Enrollment..........................................................................................................60

4.2

Enrollment of Students ......................................................................................60

4.3

Number of Degrees Awarded ............................................................................61

4.4

Distance Education Course Sections .................................................................62

5.1

Student Demographics .....................................................................................102


ix
LIST OF FIGURES
6.1

2003; Walker, 2001).


2
There are three reasons why community colleges began offering the baccalaureate
degree as a response to a variety of social and economic concerns. First, offering a
baccalaureate provided an opportunity to further satisfy the community services
responsibility of community colleges through access to the baccalaureate degree in
regions of the state where it was not previously available (Garmon, 2004). The rising
demand of employers and students created motivation for the community college
baccalaureate. Second, some state systems viewed the community college baccalaureate
as a cost effective means for individuals to earn a baccalaureate degree as opposed to the
university (Walker, 2001). Third, the community college baccalaureate was an
opportunity to provide specific programs that produced graduates in areas of shortage
such as nursing and elementary education (Floyd & Walker, 2003).
Some published papers offered individual stories about the community college
baccalaureate; others provided commentaries. The Community College Baccalaureate:
Emerging Trends and Policy Issues (Floyd et al., 2005) explored and examined the
multifaceted realms related to the community college baccalaureate. Recently researchers
have addressed specific issues that arise when community colleges offer a baccalaureate
degree. Most of the research is reported in dissertations, and organizational
transformation has been a primary concern. Plecha (2008) provided evidence that over
time, community colleges conferring baccalaureate degrees had tendencies to morph into
four-year institutions, abandoning the community college mission. Petry (2003) revealed
that students have more access to the degree and the workforce development of the


3
surrounding communities. Included in this research was an outline of what community
colleges should consider before providing a baccalaureate degree.

issue in both a cultural and organizational context.‖ Thirty-two items, which the
institution must address when seeking a baccalaureate degree, are outlined in the manual
(see Appendix I). Some criteria include: determining if there is a need and demand for the
degree through a feasibility study; qualification of faculty; workload issues; needed
facilities and equipment; fostering the cultural and organizational environment that
ensures adherence to the community college mission; required additional student
services; addressing general education; additional costs; consideration of a cooperative
program between nearby four-year institutions; needed library acquisitions; impact on
faculty , facilities, or other students; anticipated accreditation issues; and relationship to
the associate degrees.
Although the NSHE Board of Regents requires the requesting institution to
address each of these issues, questions arise whether the offering of the baccalaureate
degree has transformed the community college into something different than originally
intended.


5
I gathered data about how the college evolved and how the baccalaureate degree
impacted, if at all, the other functions of the college. Twenty respondents were
interviewed to determine in part whether the college has moved away from the traditional
community college mission or adhered to its original intent. After the interviews were
completed, more data were collected to see if their perceptions matched the data.
Purpose of the Study
The purpose for conducting the study was to provide a historical ―portrait" of
Great Basin College, from 1997-98 through 2009-2010, as it developed five
baccalaureate programs while maintaining its community college functions. Specifically,
I explored, through archived data and interviews with 20 administrators and faculty, how
offering four-year programs impacted the students, faculty, curriculum, governance, and
culture of the community college.
Research Questions

like the associate of applied science, developmental education, continuing education,
workforce development, dual credit, certificates of achievement, and cultural enrichment
programs and courses. The four-year degrees build upon the two year degrees. The
bachelor of applied science builds upon the associate of applied science.


7
Great Basin College serves the six rural counties of Nevada. Its service area is
62,000 square miles or 54% of Nevada‘s land mass. The population of the service area is
approximately 120,000 people or 5% of the population. The main campus is located in
Elko. There are permanent Great Basin College centers in Battle Mountain, Ely, Pahrump
and Winnemucca. There are 20 satellite centers. In providing higher education to its vast
service area, distance education technology is used extensively. Over 55% of Great
Basin College‘s enrollment is through interactive video connections or online (internet)
courses.
Nevada has granted two other community colleges the opportunity to offer select
baccalaureate degrees. The College of Southern Nevada offers a Bachelor of Science in
Dental Hygiene while Western Nevada College offers an Applied Bachelors Degree in
Technology of Construction Management.
Significance of the Study
Most of the published articles about the community college baccalaureate are
founded on either a college‘s story about how the offering of a baccalaureate degree came
to be or about individual‘s opinions on whether community colleges should extend its
mission to include offering a baccalaureate degree. The controversy has been
established. Both sides have outlined their key points. Policies have been established
and community colleges are offering baccalaureate degrees.
The next logical step is to examine how offering four year degrees has impacted
the community colleges. Some of the community colleges have had ten years to gain
permission, establish the programs, implement them, and live the new life. Enough time


institutions.
Community College Baccalaureate (CCB)is defined as ―one coming from public
community colleges or two-year institutions that are approved to confer baccalaureate
degrees in one or more areas‖ (Floyd, 2006, p. 64). It has been described as the degree
granted by postsecondary institutions approved for associate degree awards with the
addition of limited baccalaureate degree approval in specialized fields. In most, but not
all cases, the CCB degree includes the same general education requirements of certain
university-granted baccalaureates. In some cases, however, the general education
requirements are not the same, and the degrees are more focused on workforce
preparation without an expectation of serving as a prerequisite for any graduate-level
program. The baccalaureate degree is awarded by the community college. In many
states, such as Nevada, West Virginia, Texas, and Florida, the authorizing legislative
language mandates that the college must continue the community college mission as
baccalaureate degree offerings are added to the curriculum (Floyd & Walker, 2009, p.
101-102).
Articulation Baccalaureate is a formal articulation agreement with community
college and university- University confers degree (2+2).


10
Workforce Baccalaureate is a traditional four-year baccalaureate degree (teacher
education, nursing, law enforcement, public service).
Applied Baccalaureate or Bachelor of Applied Science is a degree program
consisting of four years of required specialized study in the applied sciences (e.g.,
technology, business management).
Interactive Video (IAV) is a distance education technology that originates in one
location and is broadcast to other locations. Students interact with an instructor through
live compressed video on television screens.
Livenet Course is asynchronous online classroom in which the instructor and
students meet through the internet at a specific time for discussions using a microphone

Although the interviewees were carefully chosen to represent all areas and
departments on campus, other individuals at Great Basin College may perceive its
evolution differently. The interviewees were delimited by two criteria: (a) years of
experience at Great Basin College and (b) willingness to complete interviews. Other
employees may have different opinions or beliefs.
Overview of the Remaining Chapters


12
In Chapter II, I present a selected literature review addressing the background of
community colleges, the history of community colleges, their purpose and the rationale
behind their creation. The traditional community college mission is explained. I then
provide an explanation of the community college baccalaureate and the debate that
surrounds its existence. I conclude with the current research that addresses community
college baccalaureates.
In Chapter III, I describe the methodology. Rationale for using the case study
tradition and justification of the selected case study begins the chapter. I then explain the
selection of interviewees, the interview process, the interview protocol, data collection
procedures and data analysis. I conclude the chapter with the validity of the study, the
role of the researcher and ethical considerations.
In Chapter IV an in-depth summary of the context of the study of Great Basin
College, is provided through details of the location, the mission, the history and the
characteristics. The particulars are necessary to understanding the respondents‘ stories.
In Chapter V I recapitulated the study‘s research questions. I answered each of
the questions based upon the data collected, documents examined and responses of the
interviewees.
The themes that emerged from the interviews are presented in Chapter VI. Much
of the information gathered is based upon the interviews of 20 respondents. Themes were
developed based upon what the individuals had to say.
In Chapter VII, I provided a summary of the findings. I concluded with the

community as a community-based institution, (c) services to all segments of society,