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Levin (00) asserts that the mission and structures of community colleges in the United States and Canada are changing in response to globalization. This paper provides annotates from a personal viewpoint in response to Levin's domains. Levin maintains that economics, cultural, information, and politics are four domains that serve as the foremost globalizing factors for community colleges. Levin contends that the economic domain includes global production of goods and service of government and private sectors. Further, he describes the cultural domain as including the ideology that students are consumers of the education product, the interaction of people from other cultures, and the notion that the world is a single place. The information domain includes computer-based information and production processing technologies, communication technologies such as electronic mail (e-mail), video broadcasting, and computer software programs. The fourth domain of globalization, as described by Levin, is one of politics and government, particularly state and provincial governments. Levin conceives politics as a major driving force of globalization, which emphasizes "economic goals . . . workforce training and state economic competitiveness as outcomes . . . [accountability] to government and . . . [responsiveness] to business and industry" (p. xxii). One can argue that these outcomes have, for the most part, been technical education's mission for many years.
Levin (00) describes the economic and political domains in a perspective that "in general, moneyand not education objectives . . . [drive] production" (p. xix). This economic and political view of community colleges parallels the merger that I see taking place between Mayo and Prestonsburg Community College. I have noticed that the institutions are more concerned with the management of personnel and budgets than with educating students. This preoccupation can be seen by the continual raising of tuition and the addition of six layers of local bureaucracy since the official merger.
The cultural domain includes the ideology that students are clientele of the education product, that people interact with people from other cultures, and that the world is a distinct place (Levin, 001). From my observation of the merger at Mayo, I can see, from Levin's cultural domain perspective, that the merged colleges view students only as patrons. The schools seem to be unconcerned with the students' education or welfare; students appear only as numbers on a spreadsheet. There is no real effort to encourage the diversity that is taking place in other institutions and there is little mention of anything other than the merger.
In conclusion, the visit from Clifford Wells gave me hope for technical education because it proved that a system with concern for students' learning as an outcome still exists in Kentucky. Levin (00) argues that community colleges continue to be responsive, adaptable institutions that meet community needs. However, the community is now re-defined as part of a managerial economy, and largely economic, proliferated by global capital, by large corporations, and supported by governments at the federal, provincial, and state levels. Moreover, Levin asserts that business and industry profit by the community colleges responsiveness and that economic development is fostered through the training of a workforce and the re-training of workers. This suggests that community colleges want to take on the role that the technical colleges have fulfilled in the past. Moreover, Levin believes that by responding to the community and to pressures of government, community colleges have fulfilled part of their mission but neglected their social and educational function of serving the under-served. I concur with Levin and believe that If I can acquire a position of leadership or influence within technical education that I may be able to instill some of the student orientation that has traditionally been central to technical education. Further, It will be interesting to see what form post-secondary technical education takes in the post-Patton administration.
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