Download or read book Factors Contributing to Faculty Perceptions of Participation and Influence in Decision Making in a Community College System written by Dupont Joan M. and published by . This book was released on 2000 with total page 642 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Relationship Between Community Junior College Faculty Members Perceptions of Their Participation in Academic Decision making and Attitudes Towards Collective Negotiations written by Aliakbar Aminbeidokhti and published by . This book was released on 1981 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Analysis of Faculty and Administrator Perceptions of Faculty Involvement in Decision Making in the University of Kentucky Community College System written by W. Bruce Ayers and published by . This book was released on 1986 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book How Innovation Attribute Perceptions Influence Community College Adoption of Programs Promoted by an External Agency written by Sandra M. Harley and published by . This book was released on 2005 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 618 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Faculty Participation in Academic Decision Making written by Archie R. Dykes and published by . This book was released on 1968 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Assessment of Faculty Perceptions Regarding Community Participation in Curriculum Decision making written by Mary Ann Campo and published by . This book was released on 1981 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Texas Community College Faculty Attitudes and Perceptions about Professional Development written by Sharon Kay Geistman Hyak and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As community colleges focus on increasing accountability, a growing number of community colleges have implemented professional development programs. Studies have demonstrated the effectiveness of faculty professional development, yet faculty participation and attitude toward training may impede improvement efforts. Therefore, the purpose of this quantitative study was to increase understanding of Texas community college faculty attitudes and perceptions about faculty (teacher training) professional development. This quantitative study identified faculty characteristics, such as teaching experience, level of teacher training received, and academic degree earned; as well as environmental factors including college culture, administrative support, colleague influence, funding, time availability, self-efficacy and faculty perceptions toward development activities. A Likert-style online survey was developed and administered at 14 Texas community campuses, where 997 faculty members participated. The faculty list included campus members that taught at least one course in a typical semester, including teaching administrators, deans, part-time faculty, and full-time faculty. The Likert items mostly consisted of five points based on the scales from "Strongly Disagree" to "Strongly Agree," or from "Never" to "Very Frequently." Other questions established participation in faculty development activities and demographic information such as teaching load, prior teacher training, academic degree earned, teaching discipline, teaching experience, and position at the college. Survey data were analyzed using Excel and SPSS statistical software. One-way Analysis of Variance (ANOVA) and multiple regressions was performed to determine the relationship among survey variables. A priori level of significance for all statistical analyses was set at an alpha level of 0.05. Participants included 997 Texas community college faculty members at 14 campuses. Results indicated that (a) differences exist in the ways these various faculty groups experience and value training opportunities; (b) campus culture, administrative support, and funding, are statistically significant predictors of faculty member participation, attitudes, and perceptions; (c) faculty members' self-efficacy is significant in predicting attitudes about professional development; and (d) faculty beliefs in their teaching capacity influence their motivation and behavior in the classroom. The researcher recommends that leadership (a) legitimize professional development by promoting, supporting, and participating in strategically aligned programs; (b) evolve training strategies to incorporate diverse objectives, learning strategies, and shared culture for all generations and experience levels; (c) present training using best practices, reflection, and a comprehensive approach; and (d) model high-achieving systems of education. Several recommendations for future research include (a) continually and consistently collect and analyze data regarding faculty attitudes and faculty experiences; (b) evaluate how faculty development training affects student learning; (c) expand research to systems of education that reflect high-achieving models and alignment with the desired culture and strategic directions.

Download or read book Bridging the Gap written by Barbara Jean Kelberer and published by . This book was released on 2002 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Involvement of Florida s Full time Community College Faculty in Institutional Governance written by Martha Etheredge Campbell and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study's purpose was to investigate the level of involvement of Florida's full-time community college faculty in institutional governance, their perceptions of the faculty governance body's role in institutional decision-making, and the characteristics of an ideal governance process. This study also explored the relation between a faculty member's level of involvement in governance activities and his or her perceptions of the desired roles of faculty in institutional governance as well as the relation between a faculty member's level of involvement and his or her gender, race, age, and years of employment. Certain factors that encourage or discourage faculty participation in governance were also studied. Research methods included a 25-item survey (Miller & Vacik, 1998) detailing the purpose of the study and asking questions regarding the faculty member's demographics and level of involvement in governance. The research also included 12 faculty interviews. The interview analysis used established inductive methods. This study has shown that Florida's full-time community college faculty do participate in institutional governance but often do not attend faculty governance body meetings. They are, however, actively involved in service on committees and are likely to attend committee meetings regularly. While Florida's community college faculty can identify the roles faculty governance bodies play in institutional governance, they agree less about the characteristics of an ideal governance process or their perceptions of the roles of their faculty governance bodies. Age does not seem to affect faculty involvement in institutional governance although the race of the faculty member may have some effect. The faculty member's years of experience do not have a major effect on the faculty member's level of involvement. The faculty interviewed desire a faculty voice in decision making and believe that governance structures and processes should enable faculty to make their opinions known to all members of the college community. The influence of the college president and the senate president is critical for shared governance. The senate president should have access to the highest level of decision-making at the college.

Download or read book A Case Study of a Faculty s Perception of the Decision Making Processes in a Texas Community College written by Phyllis Ann Paul Sisson and published by . This book was released on 1997 with total page 488 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 Faculty Participation in Decision Making and Accuracy of Faculty Perceptions of Leader Behavior at Biola University written by William Theodore Barnett and published by . This book was released on 1982 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Faculty Perceptions of and Preferences for Participation in Decision making written by Eastcott, Leslie Raymond and published by 1975.. This book was released on 1975 with total page 714 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Community College Adjunct Faculty Perceptions of Departmental Cultures written by Colin Evan Williams and published by . This book was released on 2019 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Years of hiring practices have resulted in adjunct professors comprising the majority of college faculty (Gappa, Austin, & Trice, 2007; Schuster & Finkelstein, 2006). Today, adjunct faculty provide almost half of all instruction at the California community colleges (Student Success Initiative, 2018). It is essential to increase adjunct faculty participation in student success activities, such as Student Learning Outcomes (SLO) assessment. A large number of courses may not be taught as effectively if adjunct faculty do not assess SLOs (Danley-Scott & Topsett-Makin, 2013). This study sought to identify how adjunct faculty perceive their department cultures across the state. It also strived to understand what, if any, influence departmental cultures have on adjunct faculty contributing to SLO assessment. This mixed methods sequential explanatory study yielded findings emerged that indicate adjunct faculty at iii both sites primarily experience inclusive and learning cultures. Specific areas for improvement include communication, collaboration, and input in the design of curriculum and learning goals. Emergent findings included the role of the department chair as the progenitor and maintainer of a department's culture. Adjunct faculty were found to be driven primarily by a sense of service to students and refining the curriculum to serve transfer and career goals. Lack of communication and collaboration were found to have adverse effects on these intrinsic motivations. Departments and institutions seeking to transform cultures of compliance around student learning outcomes assessment into cultures of inquiry may do well to begin with communication, collaboration, and other low cost change strategies in order to cultivate inclusive and learning cultures that increase adjunct faculty participation in SLO assessment.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2000 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Community College Faculty Overlooked and Undervalued written by Barbara K. Townsend and published by Jossey-Bass. This book was released on 2007-05-11 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public community colleges in the United States enroll approximately 6 million students, about 45 percent of all undergraduates. These students are taught by nearly four hundred thousand full- and part-time faculty members, about whom little is known. The community college professoriate is truly overlooked in the research on postsecondary faculty. When community college faculty are studied, they are often examined through lenses more appropriate for four-year faculty. This volume provides a broad overview of community college faculty: who they are, what they do, and what factors affect their career and work. The authors also analyze community college teaching as a profession in an effort to take a fresh look at community college faculty and their work. The goal is to make all readers come to view community college faculty members as colleague making a distinct contribution to their students and to faculty work. Such an understanding is critical in the current policy environment that values postsecondary education for everyone and sees the community college as a major venue for providing that education. This is the 6th issue of the 32nd volume of the Jossey-Bass series ASHE Higher Education. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.