Fuzzy Decision System for Course Demand-Supply Management in Community College - Innovative Management in Information and Production - page 224

1 Introduction

In recent years, numerous organizations have devoted themselves to promoting
life-long learning and responding to the power of social change. The related demand
and supply measures have affected the development of community colleges in many
countries. Recently, the community colleges were asked to face their accountability
in terms of educational goals, participants' needs, internal curriculum design,
and teachers, course management. Huang ( 1999 ) categorized current courses in
community college into three dimensions: exploring fundamental issues (academic
programs), developing the social skills (club programs), and enriching life meanings
(life skills programs). Knowles ( 1980 ) argued by way of self-directed learning
model that many adult students enter the community college and take courses
through market mechanism. Facing the pressure of market mechanism, teachers in
community college must work actively to manage their classroom teaching to attract
more students to elect their courses.
Generally, classroom management refers to teachers' “efforts to oversee the
activities of the classroom, including learning, social interaction, and student
behaviors”. Classroom management is perceived to be dynamic and essential for
academic success; therefore, “creating the best learning environment possible is
the primary focus of the classroom teacher's responsibility” ( Martin et al. 2006 ).
Hoy and Weinstein ( 2006 ) termed this characteristic as an “unrealistic optimism”
of their ability to manage classes. In contrast, the experienced teachers expressed
more “realistic expectation” for classroom management and focused upon managing
the classroom environment, where established routines and supervision of students
performances permitted a focus on student learning. The primary purpose of class-
room management is to gain control of the classroom; good classroom management
results in high levels of student engaged time. Brophy ( 1983 ) also cited three
theoretical orientations to classroom management, including self-concept/personal
adjustment, insight (cognitive), and behavioral style. Evertson ( 1995 ) argued there
are seven modules for classroom management program: (1) organize class, (2) rules
and conventional, (3) the accountability of students, (4) design and organization of
teaching, (5) maintaining good student behaviors, (6) maintain students motivation,
and (7) expand the new beginning. The better classroom management might promise
to increase the number of enrollees.
There is a difference between community colleges and universities in their
purposes. Teachers, in community college, cannot use required courses to guide
students to take their courses. They will take advantage of selecting an interesting
course name to attract students. They master the skills of adult teaching and inter-
active mode. Therefore, the interaction between teachers and students becomes the
key point of teaching and learning. However, community colleges have encountered
the difficulties. Firstly, the participants tend to have low interests in academic
and public affair courses. Secondly, the participants prefer practical courses and lead
some market-oriented community colleges to provide too many life skills courses.