Community Colleges of SpokaneFocus Group Summary Report

Prepared by

Robinson Research

October 2007

Methodology

• Six focus groups– Business leaders– Community leaders– Alumni– Employers served by CCS– Higher education representatives– K-12 counselors

• Conducted at Robinson Research facility

Purpose

• Gather perceptions to help CCS evaluate the progress it is making on the goals established in 2004

Overview

• Perceptions of CCS– Overwhelmingly positive

• Biggest surprise– High school counselors see both liberal arts

transfer and career/technical education offered by CCS as good options for variety of students

Objective #1

• Prepare students to compete and succeed in a global economy …

Perceptions:– Better at seamless transitions from high school than

other higher ed institutions– Doing excellent job preparing students for workforce– Aware of CCS role in improving adult literacy– Not aware of CCS role in educating young children,

Head Start

Objective #1 Continued

• Prepare students to compete and succeed in a global economy …

Perceptions:– Work supporting adults in transition well known:

women’s programs, Kaiser, retraining– Considered diverse in relationship to region

• Student population representative of community• Lack of diversity in faculty

– No awareness of promotion of personal, academic, civic responsibility

– Extremely responsive to changing needs of employers

Objective #2

• Provide access to lifelong learning opportunities for people of all ages and backgrounds …

Perceptions:– High awareness of continuing education,

personal enrichment classes– Low awareness of district’s geographic size or

rural/urban nature– Low awareness of need to manage enrollment

Objective #2 Continued

• Provide access to lifelong learning opportunities for people of all ages and backgrounds …

Perceptions:– Assume CCS pursues new resources (e.g.,

new buildings, programs) but little knowledge of details

– Seen as slowly growing nontraditional delivery methods

• Believe hands-on, face-to-face classroom interaction still important

Objective #3

• Define the Institute for Extended Learning’s roles, relationships and future directions …

Perceptions:– Awareness of IEL and its roles, relationships to

district, SCC, SFCC has increased• GEDs, ESL, adult literacy• It’s where people need it to be• Everything that’s not degree related• Oversees programs in rural areas• Tied closely to social programs

Objective #3 Continued

• Define the Institute for Extended Learning’s roles, relationships and future directions …

Perceptions:– SCC

• Extraordinary outreach to employers• Technical programs with very good reputations

– SFCC• The liberal arts transfer school• Appropriately small class sizes• Reputation for providing excellent value

Objective #4

• Clarify policy and operational roles to enhance efficiency … emphasizing collaborative and student-centered strategies … avoiding unnecessary duplication

Perceptions:– Little knowledge of CCS policies or operational roles– Efficiency equated with Blackboard, online learning– Noted long lines for financial aid and parking permits– Class times not convenient for working students– Duplication, if any, viewed as necessary

Objective #5

• Support a workplace environment where diversity … is … cultivated and celebrated …

Perceptions:– Trying hard to celebrate diversity among faculty and

staff– No awareness of efforts to recruit and retain globally

competent, highly qualified faculty and staff– No awareness of professional development– No awareness of recognizing, rewarding job

performance– However, they assume CCS does these things.

Objective #6

• Create and implement communications strategies that enhance the public image of CCS … increasing awareness and understanding across the district.

Perceptions:– Public image is pretty good– Aware of quarterly schedule, advertising, advisory

groups, presence at community events– Dr. Livingston is a positive influence, good

spokesperson– Could communicate more about programs,

community resources

Objective #7

• Continually conduct master planning … that clearly identifies, prioritizes and documents future … needs.

Perceptions:– Low awareness of this objective’s specifics– But general feeling that CCS is getting its share of

funding from the State Legislature and is planning for technology needs

Objective #8

• Practice good stewardship of the financial resources entrusted to us …

Perceptions:– Presume CCS is fiscally responsible– Appears to be good

• No scandals• No news is good news• Continuous building, so must be doing okay

– Aware of the CCS Foundation and its work

Objective #9

• Be response to changing educational, training, social and employment needs by building strong collaborative relationships …

Perceptions:– Seen as dynamic and flexible– More responsive than the four years– Amazed that CCS can put together a special program

in six months– SCC especially good at collaborating with business

Objective #9 Continued

• Be response to changing educational, training, social and employment needs by building strong collaborative relationships …

Perceptions:– Strong community player– Works well with K-12 and four-year institutions

Constructive Criticism

Perceptions of areas that could be improved:– Advising: Provide career counseling, not just class

schedule planning• Ensure students understand the difference between a

technical degree and transfer degree

– Math: Correct the disconnect between high school and college

– Class times: Make schedule more convenient for working adults

– Update programs that may be out of touch with today’s workplace

Conclusion

Even though specifics about many of the objectives would be best known by CCS

employees and insiders, according to opinions expressed by these six subsets of stakeholders:

CCS has been performing remarkably well.

Robinson Research

October 2007