Download or read book A Study of the Perceptions of Community College Administrators and Faculty to Change written by Diana Youdell and published by . This book was released on 1989 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Perceptions of Community College Administrators and Faculty on the Relationship Between Innovativeness and Customer Focus in Higher Education written by James J. Delmotte and published by . This book was released on 1997 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educational Change Process of a Two year College written by Diane Louise Vertin and published by . This book was released on 2001 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Community College Leadership and Administration written by Carlos Nevarez and published by Peter Lang. This book was released on 2010 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The breadth and depth of this book is unequaled... The chapter on the community college's role in the achievement gap is `must-reading' for the next generation of community college executives."---Ned Doffaney, Chancellor, North Orange County Community College --
Download or read book A Case Study of the Perceptions and Attitudes of Administrators and Faculty at a Community College Towards Shared Governance Strategic Planning and Program Review written by Rodger M. McGinness and published by . This book was released on 2001 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book To Jump Or Not to Jump written by Alketa Wojcik and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies have sounded the alarm concerning the impending void of leadership that community colleges will face in the 21st century. One concern is that the pool of applicants from the traditional leadership pathway of existing community college faculty members has decreased dramatically in the past decade. This study explored faculty perceptions of the administration positions in California community colleges and their desire and willingness to step into these roles. The study also looked at the impact of the underlying issues associated with the motivation for life-work balance on the likelihood of community college faculty to apply for administrative positions. This study was conducted through a mixed-method design involving quantitative and qualitative data collection. A survey was sent to all tenured and tenure-track faculty at community colleges in San Diego County, California. There were 341 participants who completed the survey, yielding a response rate of 22.7%. The first research question sought to explore faculty's perceptions of the administration positions at California community colleges and their desire to step into those roles. Three themes emerged in analyzing the responses of why faculty consider going into administration: (1) improve the system or college; make a difference, (2) personal growth and challenge, and (3) salary and/or benefits. In addition, five main themes emerged from reasons why faculty would not consider jumping into administration: (1) workload, stress, and lack of flexibility for family time; (2) lack of job satisfaction due to bureaucracy, incompetent colleagues, or system; (3) love of teaching and profession; (4) lack of job security; and (5) going to the "dark" side. The second research question sought to explore to what extent motivators for life-work balance affect the decision of California community college faculty to leap to administration. The motivators for life-work balance do influence the faculty in the decision to jump into administration; however, there was no significant difference between Generation X and the baby boom generation's belief in achieving the balance. The study concludes with recommendations to community college administrators, board of trustees and faculty
Download or read book A Comparison of Faculty and Administrator Perceptions of the Merger of Kentucky s Community Colleges and Vocational technical Institutes written by Jason Douglas Warren and published by . This book was released on 2008 with total page 578 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most nationally-recognized, two-year legislative reform initiatives in the U.S. began in Kentucky with the passage of the Kentucky Postsecondary Education Improvement Act of 1997 (HB1). This exploratory, cross-sectional, correlational study was administered at the 10-year anniversary of the HB1-legislated formation of the Kentucky Community and Technical College System (KCTCS), which originally combined 13 community colleges formerly governed by the University of Kentucky and 25 vocational/technical institutes previously governed by the Kentucky Cabinet for Workforce Development. This dissertation examined faculty and administrator perceptions of the merger of Kentucky's community colleges and vocational/technical institutes that resulted from HB1. Two research questions guided the study. The first sought to determine whether significant differences in perceptions of merger were found between Kentucky Community and Technical College System (KCTCS) administrators and faculty. The second research question explored that, if there was a difference between the perceptions of the two groups concerning merger, could that difference be explained through five control variables which were gleaned from the research literature: (a) type of institutional decision-making, (b) depth of merger implementation, (c) level of involvement in merger initiatives, (d) internal versus external motivation for reform initiatives that led to merger, and (e) level of support for state postsecondary education reform initiatives that led to merger. A survey instrument was designed using information gathered from a thorough literature review. A panel of experts validated the instrument. The survey instruments were mailed to a stratified random sample of faculty ( n = 1, 497) and all administrators ( N = 195) of the 16 public two-year colleges that form KCTCS. A total of 569 faculty and administrators returned completed, usable surveys and became the sample for the study. The 33.7 percent total return rate for this study was consistent within the acceptable range described in the research literature. The results of the study suggested that administrators maintained a more positive view of the merger than faculty. A one-way analysis of variance (ANOVA) was used to test the null hypothesis for the first question that there was no difference in the perception of merger, with Perception of Merger as the dependent variable and respondent status, faculty or administrator, as the independent variables. Administrators had a significantly higher mean score than faculty; therefore, the null hypothesis was rejected. Administrators maintained significantly more positive perceptions of the merger compared to faculty. For the second research question, a multivariate analysis of variance (MANOVA) was performed with the six indices of perception, type, depth, support, involvement, and motivation as dependent variables. The MANOVA confirmed that the administrators had significantly higher scale mean scores than faculty. A regression analysis was conducted to determine the degree of the relationship between the dependent variable, Perception of Merger, and the five control variables. The control variable with the strongest correlation for the dependent variable, Perception of Merger, was Level of Support for State Postsecondary Education Reform Initiatives That Led to Merger. All five control variables were significantly and positively associated with the dependent variable, Perception of Merger. Approximately 74% of the variance was predicted by the control variables. Two thematic constructs or clusters emerged from the data collected from administrators offering open-ended comments: (a) increased educational access and attainment--viewed as a positive result of merger, and (b) growth of the KCTCS Central Office and bureaucracy--viewed as a negative result of merger. Overall, administrators offered 31 positive comments regarding the merger and 42 negative comments. Two positive thematic constructs or clusters emerged from the data collected from faculty offering open-ended comments: (a) increased educational access and attainment and (b) improved technical training--both viewed as positive results of merger. Additionally, 15 negative themes emerged: (a) growth of the KCTCS Central Office and bureaucracy, (b) too many administrators, (c) negative impact on technical colleges, (d) the KCTCS President's salary and benefits package, (e) lowered academic standards and declining quality of instruction, (f) negative impact on community colleges, (g) top-down management style, (h) differences of cultures/missions, (i) too much emphasis on enrollment numbers, (j) decline of general education transfer program, (k) rising tuition, (l) lack of local college autonomy, (m) loss of faculty authority and influence in college governance, (n) politically-motivated reforms, and (o) the move from a higher education model to a business model. Overall, faculty made 52 positive comments on the merger and 308 negative comments. The findings will potentially benefit community and technical college leaders, stakeholders, strategic planners, and state higher education boards (particularly those considering a similar merger process or implementing institutional changes that impact organizational culture). Understanding faculty and administrator perceptual differences--as well as identifying the conditions under which successful postsecondary education reforms may thrive--is an important element in guiding successful mergers and organizational change.
Download or read book Graduate Students Research about Community Colleges written by Deborah L Floyd and published by Routledge. This book was released on 2023-09-25 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together a collection of chapters with different research designs that explore the research, practice, and policies of community colleges. The chapters in this book are the result of the graduate students and their faculty mentor's scholarly work, and a rigorous special issue's peer review process. Furthermore, this book offers recommendations on how to mentor graduate students, in the absence of research and mentorship on how to publish for graduate students and practitioner-scholars, as well as recognizing that graduate programs and professional associations are important on the socialization of practitioner-scholars. Each book chapter addresses the implications for practice and future research, policy for community colleges, and recommendation for change indicated by the research results. Five broad research themes, higher education policy, leadership practices and roles, network community, student success, and technology, emerged from the empirical articles and critical reviews. A final chapter shares advice and lessons learned from the 30 authors and mentors. With the exception of Chapter 14, the chapters in this book were originally published as a special issue of the Community College Journal of Research and Practice.
Download or read book The Perceptions of Community College Faculty and Administrators Regarding Present and Preferred Academic Decision Making Modes written by Karen Lea Nead and published by . This book was released on 1994 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reflections on Change microform a Community college Faculty Perspective written by Zmetana, Katherine and published by Ann Arbor, Mich. : University Microfilms International. This book was released on 2002 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological research study focused on educational change as perceived by 16 Liberal Arts faculty members at a Pacific Northwest community college. Research data were collected through in-depth dialogic interviews and a follow-up dialogue session with six participants. The principal guiding research questions comprised the following: 1) What is the context of the community college? The institution is facing severe budgetary restrictions, widening diversity of students, the implementation of new technologies and distance learning, changing faculty and administrator roles, competition from the private sector, and the redefining of the community college role. 2) What is the background of the faculty participants? In the past, faculty have experienced a collegial culture and a shared sense of purpose, which no longer seems to exist. Their values are deeply connected to the social responsibilities of education and student needs, which they feel is at odds with the trend toward commodification of education. 3) What are faculty's perceptions of change and its effects? Change is constant; and instructors adapt incrementally. Mandated changes are seen to have fuzzy meanings and hidden agendas, which sometimes go against the core values of higher education. 4) What do faculty want? Faculty want to wrestle with the issues and solutions for dealing with change collaboratively, and they need the time and space to do so. They also want administrators to hear their voice, and to include faculty priorities in educational decision-making. Faculty participants had clear ideas on ways that would make the implementation of change more successful and meaningful in their lives and in the future of their community college: 1) Make change for a worthy or merited purpose. 2) Listen to what faculty have to say. 3) Allow faculty to wrestle with the challenges. 4) Provide faculty with support and recognition. 5) Keep student needs as a central priority. 6) Maintain the human values and social purpose of education. Most important, faculty feel that the human element cannot be discounted or forgotten in the rush to transform higher education, for faculty are the ones charged with the implementation of most change initiatives and they must deal with the consequences.
Download or read book Faculty Members Perceptions of Community College Centers for Teaching and Learning written by Sandra Ann Frey and published by . This book was released on 2012 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore faculty members' perceptions of community college Centers for Teaching and Learning (CTLs); whose main purpose is to promote, facilitate, and honor excellence in teaching and learning through the support of full-time and adjunct faculty, at all career stages. A generic qualitative study with a grounded theory approach was conducted to understand faculty members' perceptions and to develop recommendations for community college CTL directors, administrators, and faculty. Focus group interviews were conducted with groups of faculty at each of three Midwestern U.S. community colleges. Faculty were placed in one of three groups; frequent interaction with the CTL, less frequent interaction, or infrequent or no interaction. Fifty-four participants were involved in this study; 51 faculty members and three CTL directors. Five major categories emerged as a result of axial coding: CTL Director's Professionalism, CTL Atmosphere, CTL Relationship to the Institution, CTL Programming, and CTL Impact on Teaching and Perceived Impact on Student Learning. The categories were related to each other and through selective coding, a theoretical scheme emerged: the director's professionalism determines the CTL's atmosphere, programming, and relationship to the institution. Through these three avenues, the director facilitates the CTL's impact on teaching and student learning. The findings demonstrate how CTLs can bring about a change in culture from a teacher-centered paradigm to a learner-centered paradigm. Additionally, the findings indicate that effective directors utilize a leadership style in which they reach out to others at all levels within the organization. Further, the findings support the use of professional development, including short duration programs delivered through CTLs, to impact changes in teaching and learning at community colleges in the United States.
Download or read book Community College Administrators Perceptions of Ohio s Performance funding Policy written by Koffi C. Akakpo and published by . This book was released on 2017 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: A number of states have replaced or are in the process of replacing traditional enrollment-based higher-education funding models with those based on performance. In 2015, Ohio legislators approved legislation, allocating more than half of state support for public institutions to a funding formula based on course completion, credit-hour milestones, and degree/certificate completion or transfer (Fain, 2015; Snyder, 2015). This quantitative study examined the perceptions of 1,055 administrators from 22 public community colleges in Ohio of the new performance-funding formula and whether institutional characteristics affected their perceptions. The study was framed by Pfeffer and Salancik's (1978, 2003) theory of resource dependence. Unlike studies that suggest knowledge of performance-funding rarely makes it below the level of senior administrators, this study's findings suggest performance-funding plays a role in widespread institutional behavior change. Results include several implications for higher education practice, including increased institutional awareness of performance, changes in student and instructional services, and clear and timely communication of the new performance-funding program at all levels, among others.
Download or read book Graduate Students Research about Community Colleges written by Deborah L. Floyd and published by Routledge. This book was released on 2021-05-13 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together a collection of chapters with different research designs that explore the research, practice, and policies of community colleges. The chapters in this book are the result of the graduate students and their faculty mentor’s scholarly work, and a rigorous special issue’s peer review process. Furthermore, this book offers recommendations on how to mentor graduate students, in the absence of research and mentorship on how to publish for graduate students and practitioner-scholars, as well as recognizing that graduate programs and professional associations are important on the socialization of practitioner-scholars. Each book chapter addresses the implications for practice and future research, policy for community colleges, and recommendation for change indicated by the research results. Five broad research themes, higher education policy, leadership practices and roles, network community, student success, and technology, emerged from the empirical articles and critical reviews. A final chapter shares advice and lessons learned from the 30 authors and mentors. With the exception of Chapter 14, the chapters in this book were originally published as a special issue of the Community College Journal of Research and Practice.
Download or read book Productivity in Higher Education written by Caroline M. Hoxby and published by University of Chicago Press. This book was released on 2019-11-22 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do the benefits of higher education compare with its costs, and how does this comparison vary across individuals and institutions? These questions are fundamental to quantifying the productivity of the education sector. The studies in Productivity in Higher Education use rich and novel administrative data, modern econometric methods, and careful institutional analysis to explore productivity issues. The authors examine the returns to undergraduate education, differences in costs by major, the productivity of for-profit schools, the productivity of various types of faculty and of outcomes, the effects of online education on the higher education market, and the ways in which the productivity of different institutions responds to market forces. The analyses recognize five key challenges to assessing productivity in higher education: the potential for multiple student outcomes in terms of skills, earnings, invention, and employment; the fact that colleges and universities are “multiproduct” firms that conduct varied activities across many domains; the fact that students select which school to attend based in part on their aptitude; the difficulty of attributing outcomes to individual institutions when students attend more than one; and the possibility that some of the benefits of higher education may arise from the system as a whole rather than from a single institution. The findings and the approaches illustrated can facilitate decision-making processes in higher education.
Download or read book A Study of Community College Administrators Perceptions of Orientations in Distance Learning written by Valerie Dee Ludwig and published by . This book was released on 2002 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessing Faculty and Administrators Perceptions of Community College Missions and Processes written by Aghajan Mohammadi and published by . This book was released on 1992 with total page 788 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Qualitative Study on the Perception of Comminity Colleges Professors and Staff of Administrators Transformational Leadership Style at a Selected Community College District in Texas written by Simone Alicia Gardiner and published by . This book was released on 2012 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this conceptual quantitative study was to determine whether there was a difference in community colleges professors' perceptions on the level of administrator transformational leadership and administrator self-perception of administrative transformational leadership within a selected Community College District." -- (ii)
