Download or read book A Study of the Perceptions of Public Community College Faculty Toward the Ideal College President written by Charles Christian Campbell and published by . This book was released on 1979 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Faculty Perceptions of Actions of Community College Presidents that Increased Organizational Trust written by Joshua D. Baker and published by . This book was released on 2014 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Organizational trust refers to the tendency of individuals or groups within an organization to trust each other. Tschannen-Moran (2004) describes trust as one's "willingness to be vulnerable to another based on the confidence that the other is benevolent, honest, open, reliable, and competent" (p. 17). The purpose of this study was to research the faculty perceptions of actions of community college presidents that increase organizational trust. A single college case study was used for this study. To participate, community colleges had to be in the state of Washington, not be in a district, be at least 20 years old, and be of average size in the state, defined as having between 3,000 and 12,000 full-time enrollments. Also, the president and faculty union representative expressed willingness to support the research and indicated that the institution was an appropriate place to study organizational trust. Informants were required to be tenured faculty members with at least ten years at the college. Informants were recommended by the president, vice-president of academic affairs, and the faculty union representative. Thirteen faculty members were interviewed. Responses were analyzed and seven themes were created. Those themes were autonomy, communication, shared governance, interaction, commitment to excellence, putting people first, and shared vision. Autonomy, communication, commitment to excellence, and putting people first are very similar to those found in the Tschannen-Moran Model. However, shared governance, interaction, and shared vision all had a less direct connection to the model. Each theme consisted of many examples of actions of the president that increased organizational trust.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1980 with total page 624 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Faculty Perceptions of Presidential Leadership in Urban School Reform written by Rodney Prescott McClendon and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined urban university faculty members' perceptions of their presidents' leadership role in urban school reform. The population for this study consisted of faculty members from five urban research universities. All of the universities are members of the Great Cities' Universities (GCU) coalition, an alliance of 19 public urban research universities that are collaborating to address educational challenges in their communities. The study entailed a purposive sample with universities chosen on the basis of their membership in the GCU. The subjects were 245 faculty members from colleges of education and colleges of arts and sciences at the five urban research universities. All participants completed the Urban Faculty Questionnaire (UFQ), a confidential, web-based questionnaire designed by the researcher. The questionnaire consisted of five statements about general perceptions of urban school reform, 30 statements about perceptions of the university presidents' leadership roles in the specific institutions' urban school reform initiatives, eight statements regarding personal characteristics and a section for optional additional comments. The statements corresponded to seven internal scales of analysis. The seven scales were (a) Perceptions of Urban School Reform, (b) University Structure and Culture, (c) Presidential Awareness, (d) Internal Relationships, (e) External Relationships, (f) Resources and Support and (g) Accountability and Recognition. The data show faculty believe urban schools need reform. Faculty also believe universities located in urban communities should be involved actively in urban school reform. Faculty generally do not take personal responsibility, however, for urban school reform initiatives at their universities. Faculty seem more aware of their presidents' external relationships than their internal relationships in urban school reform. Faculty tend to agree that their presidents build strong relationships with the local business community and with the local political community; however, they tend only somewhat to agree that their presidents build strong relationships with local public school representatives and local families and citizens. The study also reveals that no statistically significant difference exists in faculty perceptions of their presidents' leadership in urban school reform by the faculty members' academic college, academic rank, years of service at their current institutions, highest academic degree earned, gender and ethnicity.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Community College and University Faculty written by Nathan R. Hovekamp and published by . This book was released on 2005 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the perceptions that community college and university faculty have about similarities and differences in their professional roles. The research design included a qualitative ethnographic case study methodology with faculty participants purposively selected from two public colleges in the Pacific Northwest: a community college and a co-located university branch campus. Face-to-face interviews were audio-recorded and transcribed then subjected to analytic induction to provide for the emergence of themes. The community college faculty perceived their own professional role as focused on teaching, whereas they perceived university faculty as more focused on research. The community college faculty also described a perceived academic hierarchy with themselves lower than university faculty. The university faculty perceived their own professional role as combining teaching and research in a complementary way, whereas they perceived community college faculty as burdened by heavy teaching loads. The university faculty also contended that the demands of research and publication placed upon them are not fully understood by others. Faculty from both institutions made comments about the utility of a broader, more comprehensive concept of scholarship as well as the notion of institutional pluralism including a place for both community colleges and universities. Finally, both faculties described the benefits from and barriers to community college and university faculty collaboration and inter-institutional cooperation as well as mechanisms to improve them.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1985 with total page 696 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Attitudes of Faculty Members in Selected Community Colleges Toward Community Service written by Sydelle Ronda Markson Katzer and published by . This book was released on 1973 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 906 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Hiring the Next Generation of Faculty New Directions for Community Colleges Number 152 written by Cejda and published by John Wiley & Sons. This book was released on 2011-01-18 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first chapter in this volume presents an overview of the faculty personnel challenges facing community colleges; the next three discuss the socialization and professional development of new faculty. Authors stress the importance of understanding differences among the typs of community colleges and the importance of gender and racial/thnic diversity among the facultry of the institutions who educate the majority of undergraduate females and students of color. The volume concludes with chapters on legal aspects related to the faculty employment and the experiences of presidents and senior instructional administrators, giving valuable guidance to those actively involved in the hiring process. At the heart of this volume is the continued commitment to the community college ideal of providing educational access and, through quality instruction, facilitating student learning and success. Previous research indicated that community college faculty retire at or near the traditional age of sixty-five. With an aging faculty, enrollments that are reaching unprecedented levels, and the federal goverment calling for the community college to take an even greater role in workforce training, community colleges will need to both replace significant portions of their faculty and hire additional faculty lines between now and 2020. This next hiring wave has implications for community colleges, the diverse student populations who attend these institutions, and society in general. This is the 152nd volume of the Jossey-Bass quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Catalog of Copyright Entries Third Series written by Library of Congress. Copyright Office and published by Copyright Office, Library of Congress. This book was released on 1976 with total page 1608 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of Attitudes Perceptions and Satisfaction of Faculty at NVCC and GMU written by Russell McHenry Carter and published by . This book was released on 2013 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Historically, workplace morale improvement has been an elusive target for company executives and higher management. Faculty, support staff, and other associated personnel at public colleges/universities, as in other workplaces, need to know that their work is recognized as significant. For the most part faculty want to believe they have excellent relationships with their students and that there is mutual respect between themselves (faculty) and their students. Also, faculty need to feel comfortable in knowing they can voice their concerns and opinions without fear of being punished. This study is different from previous similar surveys in that a comparison survey was conducted among 149 community college and research college/university employees at two public institutions: George Mason University and Northern Virginia Community College, in Fairfax, Virginia, in order to ascertain difference in attitudes, perceptions, and satisfaction between faculty members. The results of those surveys were sorted based on place of employment, and data was generated and processed to accurately quantify any potentially significant differences between responses from the institutions' personnel. Despite a lack of significant difference in attitudes, perceptions, and satisfaction between respondents, the data revealed that NVCC faculty were less likely than GMU faculty to report satisfaction with their institution's procedures for recognizing and rewarding achievements, and that NVCC faculty reported feeling they were given fewer opportunities for career advancement than GMU faculty. Discussions of these findings included whether college size could factor into the difference in responses, as well as whether public perception of the institution's prestige could play a role, such as 2-year community colleges versus 4-year colleges or universities. The possibility exists that faculty at 2-year community colleges, which are smaller both in the number of academic disciplines offered and the number and size of buildings and departments, might have more time to interact with students in regard to providing guidance, and to become more involved with the overall environment of the college, compared to faculty members at 4-year colleges or universities that are larger.
Download or read book A Study of the Relationship Between Managerial Style of Community College Presidents and Faculty Perceptions of Educational Concepts written by Robert James Wollam and published by . This book was released on 1974 with total page 0 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.
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.
