Creating Beneficial Institutional Collaborations

ERIC Educational Reports, Feb 01, 1999 by Elaine W. Kuo

The assessment process used to examine the Ford Foundation's Urban Partnership Program included both quantitative and qualitative components. Rendon, Gans, and Calleroz examined the level of systemic change that occurred and how it affected student outcomes. Their assessment also served to inform others of the factors that contribute to the success or failure of collaborative efforts. They note that assessment is most useful when seen as an informative, rather than judgmental, tool. The assessment staff also needs to involve local evaluation experts and members of the collaborative effort. As in any collaboration, ideas need to be continuously exchanged and reviewed. In the end, assessment needs to be integrated and established as a permanent part of the partnership. An assessment of any collaborative project can further inspire participants' commitment. Successful student outcomes make the benefits of these efforts tangible. Williams notes that the on-going assessment of the Los Angeles Partners Advocating Student Success helps the group maintain their credibility and reminds the collaborative partners of the organization's goal to increase the educational prospects of students in the Los Angeles Unified School District. CONCLUSIONThis Digest refers to collaborative models that illustrate the utility of these partnerships for institutions that strive to better serve their students. Movement toward collaboration must be strategic and continuous. The goals of increasing access and enhancing community economic development to higher education continue to be the impetus that sustains relationships between community colleges and external organizations. REFERENCESThis Digest is drawn from "Creating and Benefiting from Institutional Collaboration: Models for Success." New Directions for Community Colleges, Number 103, Dennis McGrath, Ed., Jossey-Bass: San Francisco, CA, Fall 1998:

Garza, H. & Eller, R.D. The role of community colleges in expanding access and economic development. (pp. 31-42).

Gillespie, M.C. An urban intervention that works: The Bronx Corridor of Success. (pp. 21-30).

Lieberman, J.E. Creating structural change: Best practices. (pp. 13-20).

Lundquist, S. & Nixon, J.S. The partnership paradigm: Collaboration and the community college. (pp. 43-50).

Rendon, L.I., Gans, W.L., & Calleroz, M.D. No pain, no gain: The learning curve in assessing collaboratives. (pp. 71-84).

Williams, C.G. The collaborative leader. (pp. 51-56).

Wright, L.V. & Middleberg, R. Lessons from a long-term collaboration. (pp. 5-12).

This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under OERI contract No. ED-99-CO-0010. The ideas and opinions expressed in this Digest do not necessarily reflect the positions or policies of OERI, ED, or the Clearinghouse. This Digest is in the public domain and may be freely reproduced. Title: Creating Beneficial Institutional Collaborations. ERIC Digest. Document Type: Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073); Reports---Descriptive (141); Descriptors: Access to Education, Community Colleges, Institutional Mission, Organizational Change, Partnerships in Education, School Business Relationship, School Community Relationship, Two Year Colleges Identifiers: ERIC Digests