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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.

An increasing number of studies point to student gains from participation in leadership development opportunities. However, very little research exists to explore who has access to these experiences. In this paper, we investigate whether a student’s employment off-campus has an impact on their ability to participate in, and experience gains in leadership efficacy from leadership training opportunities. We employ a linear regression path analysis to identify potential relationships between pre-college leadership efficacy, off-campus employment, participation in leadership training opportunities, and leadership efficacy for undergraduate students at a university in the Pacific Northwest. Pre-college leadership efficacy was the strongest predictor of leadership efficacy for undergraduate students, with hours of employment and leadership training having small, but significant, mediating effects. This begs the question: How do students build their leadership efficacy prior to entering post-secondary education and what drives students to continue to pursue experiences that develop their leadership efficacy?

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.

The technical college is a unique institution. Within Britain itself it is unique as an educational instrument; in the world at large the technical college, as it works out in practice, is uniquely British.

Academic franchising has provided opportunities for many thousands of students who would otherwise have been excluded from higher education. Yet, despite the continued presence of franchised courses, the approach has been, as far as possible, to make them fit in alongside traditional courses. Reports some of the work carried out by CERLIM at the University of Central Lancashire during the two‐year Library Support for Franchised Courses in Higher Education project, which was part‐funded by the British Library. Notes the differences in provision between college and university libraries and examines the student experience within this context. Identifies weakness in provision and describes the students’ coping strategies. Presents the practical implications of this work as suggestions to library managers for improving practice in the college and university libraries.

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.

Community colleges are distinctive types of institutions and should not be looked upon as an extension of the high school nor as the lower years of a university. They are institutions in their own right with a special sensitivity to local needs. Local autonomy is critical to the development of the community colleges. A special emphasis is placed on practical experience in employing faculty members. The emphasis in these colleges is on teaching, not on research. Technical‐vocational programmes are recommended, supported and evaluated, by Advisory Committees of knowledgeable and highly interested laymen. University transfer courses are offered after close consultation with the universities. Adult Education (Extension) is a major emphasis of community colleges, with colleges operating at all hours of the day and week in order to meet local needs and interests. The community colleges stress the open door policy whereby mature students are given opportunities to prove themselves, although lacking formal educational requirements. The enrolment of part‐time students is increasing dramatically. Community colleges function in and out of warehouses, store fronts, playgrounds, old military, bases, etc. Community colleges have not provided educational programmes to any great extent via correspondence courses; however, the television medium is gaining in popularity. Community colleges are generally commuter colleges. Most colleges do not have student residences. Community colleges are more flexible and imaginative, less obstructed by, or interested in, traditional ways of doing things. Community colleges are faced with a shortage of funds as they attempt to meet their objectives.

Examines the relationships between five components of students′ quality of learning experience (resources, content, learning flexibility, student‐faculty contact, and involvement) and four criteria of college outcomes (students′ satisfaction with their college experience, perceived performance in college, commitment to their college and students′ grades). The major findings of this study indicate that students′ involvement and learning flexibility are the dominant predictors of all four students′ college outcomes, whereas resources and content are the weakest predictors. In addition, quality of learning experience indicators are effective predictors of students′ satisfaction with their college experience (R⊃2 = 0.27) and grades (R⊃2 = 0.20). Discusses the implications of these findings.