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African American females make up two-thirds of African American postsecondary enrollments and 60% of all African Americans with at least a bachelor's degree. How do brothers and sisters with shared experiences have such markedly different outcomes? I find that African American females are more likely than African American males to apply to college, to attend college, and to attend two-year colleges, four-year colleges, and selective colleges. Students' backgrounds, academic achievement, and Catholic school attendance explains the differences in the type of colleges African American females and males attend, but fail to explain differences in college application and attendance rates.

This practitioner's chapter presents a “how-to” approach to establishing a college system that is decentralized and rooted in local communities, using the Thai system as an example. The Thai system “borrowed” programs from US community colleges – offering associate degrees, certificate programs, continuing education programs, and remedial education. While the author presents clear challenges that these institutions face, he is optimistic that the community college system is a positive aspect of the Thai higher education system.

The study aims to focus on the present automation status of the college libraries with an objective to offer enhanced Web-based library service on an affordable virtualization on cloud computing model.

With Infrastructure as a Service (Infrastructure as a Service) delivery model, this study demonstrates how libraries of colleges/smaller institutes could be connected to cloud Library Management System infrastructure through internet or dedicated point-to-point WAN connectivity. The Software as a Service (SaaS) delivery model depicts how college libraries could form library consortium at its own private cloud environment with installation of the required LMS application, database, middleware and other prerequisites.

A cloud-based consortium approach for the college libraries will reduce the cost of purchasing hardware equipment and setting up of infrastructural facilities; relieve libraries of involving additional IT skilled manpower; foster collaborative approach with shared environment and minimise duplication in resource subscription.

To the best of the authors’ knowledge, the present study is the first of its kind in the light of shifting of infrastructure, software and hardware requirements of smaller libraries for cooperative sharing in both IaaS and SaaS cloud platform. The study delineates step by step how college libraries could effectively leverage the cooperative cloud architecture for enhanced library services to reach wider user community.

The purpose of this paper is to provide a preliminary outline of the international presence, commonality and differences between Recovery Colleges.

This study used a short e-mailed survey to create a map of Recovery Colleges internationally and review Recovery Colleges outside the UK. Questions gathered descriptive and qualitative data to gain an overview of the mode of delivery and aspects respondents felt were noteworthy.

This paper identifies Recovery Colleges in 22 countries in five continents (including the UK). Participants described wide variance in their context. Despite adaptations, the operational models and inherent principles of each were closely aligned to those developed in the UK.

This paper provides the first baseline of Recovery Colleges on an international scale. It provides evidence of a high degree of commonality despite variance in setting and highlights the internationally valued transformational power of this model.

The purpose of this conceptual paper is to encourage community college leaders to make greater use of the human resources organizational frame in understanding their organizations and implementing measures to support its students.

The methodological approach: Concepts are drawn from key texts examining human resources organizational frame analysis and community college leadership to locate areas of community college policy development and operations that resonate with tenets of this organizational frame.

Connections between some of the typical operations and policies of community colleges and the analytical tenets and concerns of the human resources frame are explored.

More in-depth literature analysis could well lead to the discussion of additional measures animated by the human resources frame that can be taken to better support students and their learning.

These connections between the human resources frame and community college policy and methods of operation lead to the authors’ recommendation that community college leaders should make particular efforts think and act with the human resources frame in mind. Emerging issues that are consistent with the concerns and tenets of this frame can be highlighted and recognized for further use in leadership and management practice.

Community colleges are critical in human capital development for all societal sectors. A human resources perspective puts people and human values at the center of organizational analysis.

We add emphasis to leading recommendations for understanding and practice of community colleges through multiple frames. We suggest that the concerns of the human resource organizational frame can help leaders provide thought and action that has additional relevance and possibility.

The purpose of this paper is to understand how dementia is represented within current UK Recovery College courses and how people with dementia are involved with such courses.

A scoping survey was developed with seven multiple choice questions. Information was collected to find out: How many Colleges are currently offering dementia courses; have previously offered courses or plan to start offering courses; how they have developed their courses; who delivers them; who can attend; and how long courses have been running. Individual Recovery Colleges could leave contact details if they were interested in collaborating on future research projects. UK Recovery Colleges were identified using a published list (Anfossi, 2017) supplemented with internet searching. 86 e-mail messages were sent to Recovery Colleges inviting Leads/Managers to complete the survey through an electronic link.

Of the 28 (32.6 per cent) Recovery Colleges who completed the survey, 11 reported to be currently offering dementia courses, while eight planned to start doing so. Six Recovery Colleges stated they were not currently offering dementia courses, have not done so previously and have no current plans to.

The survey results indicate variability in provision of UK Recovery College courses for people with dementia, and raise further questions about the way the courses are used, their acceptability and usefulness.

This service evaluation highlights the variability in what is offered, which is an important step in understanding the current service provision.

In 1946 the Fyfe Report on Technical Education first recognised the need for libraries in Further Education colleges in Scotland, and suggested certain specifications for this type of library. Two later reports, on Technical Education in 1956 and on Libraries in Technical Colleges in 1957, progressed from the Fyfe Report and laid down recommendations and guidelines concerning the provision of library services in technical colleges. Since that time, there have been other reports and publications concerning the standards to be followed by these libraries. By the end of the 1960s it was accepted that Further Education colleges should provide a library and should appoint a qualified librarian to administer that library.

This literature review aims to look at the unique role of community colleges as they address the information literacy needs of their students, who are by nature continuously in transition to and from the institution.

Library science databases and online sources were reviewed for relevant information.

Community colleges are addressing the needs of their various student populations in a variety of ways.

The role of the community college library is underrepresented in the literature. This review provides more information about the unique role that community colleges fill in the higher education ecosystem.

The second in a series of four articles that seek to answer questions about where and where not action learning is most applicable. Aims to identify the kinds of people who benefit most from action learning and the most appropriate times in their lives to undertake an action learning programme. The authors reflect on their own experience as action learning participants and set advisers to identify those who have got most and least out of action learning. Concludes that action learning has worked best with people who are willing and able to take action, are skilled at reflection and want to take responsibility for their own learning. Such people are likely to be mature adults who want to learn about themselves, as well as the world they inhabit, with a view to changing both themselves and their worlds.

This paper aims to share the success story of a residential college based in Australia through a case study approach.

The paper discusses the setup of the college in terms of its management structure, demographics of residents, sustainability initiatives and the resident life programs which run every semester. A survey was conducted to gather feedback from the residents and identify areas for future improvement.

Generally, residents are satisfied with the living conditions. Affordability, the collegiate experience and the convenience of living on campus are primary factors affecting the decision of residents to move into a residential college.

The paper provides an insight into the management of a residential college which has not been discussed in the literature.