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1.
Abstract

This study was designed and undertaken to ascertain the administrative models (participative versus bureaucratic) operating within the nation's public community colleges, as perceived by those charged with occupational education. The research design viewed the community college as a dichotomy of administration and faculty. Questions concerning the perceived degree of administration and faculty involvement in major educational issues were solicited from directors of occupational education.

Data for the research were obtained via a questionnaire that gathered biographical and attitudinal information. The usable sample consisted of 282 colleges selected at random from a population of nearly 1,000 public community colleges. Various influence patterns of key functions (curriculum, budget, facilities, and governance) were assessed to determine the role and involvement of faculty and administration. An argument was made to suggest a participative model of administration as a viable mode of administering the public community college. The findings of the research suggested, however, that faculty and administration had different and varying roles of responsibility. The faculty were more involved in departmental and nonbudgetary matters, whereas monetary, governance, and planning issues were functions of the college administration.  相似文献   

2.
ABSTRACT

The purpose of this study is to investigate the relationships between organizational culture and academic performance among higher education institutions. The sample was composed of 647 faculty members working in the colleges of education, health, engineering, law, economics, and administrative sciences in four central research universities in Turkey. The Organizational Culture Assessment Instrument (OCAI) was used to describe organizational culture, whereas University Ranking by Academic Performance (URAP) data were used to investigate academic performance. A multilevel analysis in which one unit of analysis (i.e., faculty member) was nested within another (i.e., college) was performed. The original contribution made to the literature by this research is its examination of the relationships between organizational culture and tangible performance indicators (e.g., the number of academic publications and citations). Results show that three different culture types were observed in the universities: Innovative team culture, competitive culture, and hierarchic culture. Although significant relationships were found between academic performance and both competitive culture and innovative team culture, the sole significant predictor of academic performance was competitive culture. One particularly interesting finding was that whereas competitive culture was effective on quantitative indicators (i.e., number of publications and number of citations), only innovative team culture affected the indicators related to effectiveness (i.e., article impact level and citation impact level).  相似文献   

3.
ABSTRACT

For 8 years Washington State has operated a performance funding policy, the Student Achievement Initiative (SAI). The policy allocates appropriations to the state’s 34 community and technical colleges based on points earned through student achievement of college-readiness, retention, and completion milestones. Grounded in a conceptual framework of principal-agent theory, this study explored one community college case to examine knowledge of, perspectives on, and responses to the SAI. Through semi-structured interviews with seven faculty, administrators, and staff, combined with document analysis, five themes emerged: information transmission, initiating the initiative, the point of the point, consequences of imperfect data, and faculty skepticism. This study concludes with implications and recommendations for practice and policy.  相似文献   

4.
The purpose of this study was to gain insight into the nature of academic position openings in the field of school psychology and to gather information about the characteristics sought and attributed to those individuals who were hired at the assistant professor rank. Survey methodology was used to gather information from both program directors and new assistant professor hires about the job‐search process. A total of 178 program directors in school psychology from the United States were sent surveys in the fall of 1998. One hundred twenty‐six of the program directors responded (71%). Fifty‐five (44%) program directors reported their program had an assistant professor job opening within the last 2 academic years. Of the 55 program directors that reported having job openings, five of these reported that they had two position openings in the last two academic years. Thus, data were gathered on a total of 60 job openings at 55 schools. Information about the job search process and characteristics sought in applicants, from the program directors perspective, are described. In addition, demographic data, prior teaching and research experiences, and information about the new hires' job‐search process is presented. Recommendations are provided to help graduate students, faculty advisors, and future applicants with the job‐search process. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 691–698, 2003.  相似文献   

5.
Benjamin Hutz 《PRIMUS》2017,27(4-5):494-507
Abstract

This article examines the use of the computer algebra system SAGE for undergraduate student research projects. After reading this article, the reader should understand the benefits of using SAGE as a source of research projects and how to commence working with SAGE. The author proposes a tiered working group model to allow maximum benefit to the students with a reasonable time requirement from the supervising faculty. Once a faculty member is familiar with the current state of SAGE functionality, it is possible to institute a long-term development plan that spans multiple years and students greatly reducing the “setup” time for new students. This model also allows the faculty member to work with a broad range of students as they can support each other. To illustrate this model, outcomes from several years of student research projects are discussed as well as the setup requirements and the process of using SAGE for research. The author worked with five different students over the course of 3 years. This resulted in two refereed undergraduate publications and 41 new additions to the SAGE code base. Of these five students, three entered graduate school, two in mathematics and one in computer science.  相似文献   

6.
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7.
Problems in validly determining reasons for withdrawal from college are reviewed. This study examines the reasons given by several different subgroups of withdrawals, hopefully circumventing some of these problems. Questionnaires were sent to 1135 students (and to their parents) who had withdrawn from three liberal-arts colleges. Different subgroups of withdrawals reported quite different reasons for leaving. Academic dismissals reported more severe problems (both academic and personal) than did voluntary withdrawals (who ranked second) and transfers (who had fewest problems). Students who withdrew during a semester did so for very different reasons than did end-of-the-year withdrawals. Few differences were associated with class standing (i.e., freshman, sophomore, etc.) at the time of withdrawal. Implications of the results are briefly discussed.  相似文献   

8.
ABSTRACT

Because of the importance of faculty engagement to achieve our nationwide student completion goals, this paper comprehensively and critically reviews the conceptualizations of faculty and employee engagement in the extant literature. This review is a means to develop an improved, more inclusive, faculty engagement framework. It is a framework that positions adjunct faculty at community colleges—who have been too often marginalized—as a central group that should also benefit from new engagement models.  相似文献   

9.
Abstract

Faculty peer observation has seen increasing uptake in recent years, in some cases as an alternative or supplement to student teaching evaluations. While many universities encourage faculty peer observation, it is not widely used in a formal way for formative assessment. This article outlines the development of a new faculty peer observation protocol designed for formative assessment of evidence-based educational practices. The goal of the protocol is to foster reflective teaching practices. The peer observation protocol has been designed to mitigate common faculty fears of classroom observation, with detailed assessment methods for specific topic areas. Preliminary testing of the protocol at one university indicated positive faculty outcomes with regard to personal reflection: all the faculty who tested the protocol reported that the observation process had been helpful for them to reflect on their teaching.  相似文献   

10.
Abstract

This study seeks to determine whether variance in teaching effectiveness of community college faculty, as assessed by students, can be attributed to particular attitudes and/or socialization experiences of these faculty. A theoretical model derived from symbolic interaction theory is tested by path analysis. Data to test the model were obtained through a 1973 survey of faculty and students at five community colleges in Pennsylvania. On the basis of this analysis, the authors conclude that the “predictor” variables used in this study and often by administrators in developing faculty selection policies do not correlate highly with teaching effectiveness.  相似文献   

11.
The demographic and job satisfaction characteristics of Florida community college faculty were studied in Florida's 28 community colleges. A total of 1,116 faculty responded in the fall of 1977 to an instrument developed to measure faculty characteristics and attitudes.

The results showed that the Florida faculty is a satisfied faculty with over 95% reporting that they were satisfied with community college work as a career and with 72% stating that they plan to stay in the community college field until they retire. Second, it was found that faculty participation in in‐service training programs had increased significantly since 1968. In 1977‐1978, 69% of the faculty reported participation in one or more in‐service programs while the 1968 percentage was 37%.

It is concluded that periodic surveys in other community colleges and states similar to this one should provide useful information for the further development and improvement of community colleges.  相似文献   

12.
ABSTRACT

Faculty members are important agents in the socialization of doctoral students into academia, but little training is available in preparation for the role of doctoral supervisor. In this self-study, we consider the personal and sociopolitical challenges that Kevin faced as an early career teacher education faculty member who had just begun supervising doctoral students. Data sources included Kevin’s reflective journal and regular debriefing discussions between Kevin and his critical friend, Tim. Data were analyzed with a focus on identifying turning points in Kevin’s understanding of his practice. This resulted in the construction of three themes related to (a) subjective theories drive doctoral education, (b) working through insecurities and the imposter syndrome, and (c) the sociopolitics of higher education. Results are discussed with reference to the self-study literature and socialization into higher education faculty roles. Recommendations are provided for the preparation of faculty member to fill roles as doctoral supervisors.  相似文献   

13.
As online enrollments escalate, so does concern about student attrition rates. There is an abundance of literature addressing student success in online courses, particularly using constructivist learning theories to create engaging learning experiences. Also emerging from the literature is the Seven principles of good instructional practice by Checkering and Gamson as an accepted rubric for evaluating effective online instruction. This study focused on whether the use of instructional strategies as measured by the seven principles had an effect on student attrition rates in online courses. Full and part-time faculty at three community colleges in Virginia who taught online course(s) in the last three semesters completed an online survey to determine the extent to which they used instructional strategies reflecting the constructivist-based seven principles in their online courses. Scores from the survey were then compared to the attrition rates in their courses. Results indicated both groups strongly used instructional strategies reflecting the seven principles of good practice in their online courses with full-time faculty scores ranging a bit higher. When the results for the principles were examined individually rather than as a set, both groups scored lower on principles reflecting innovative instructional strategies. No relation between the extent to which faculty reported using those instructional strategies and student success as measured by attrition rates were found. However, a moderate relation was found with the third principle, “encourage active learning.” This indicated that faculty who made strides toward actively engaging students found some success in reducing student attrition.  相似文献   

14.

This study examines the research productivity of a random sample of members of the American Society of Criminology. A total of 178 respondents provided information on their publication productivity over the last five years. The results show that considerable variance exists within groups and among groups. Male Ph.D.s published more pages of books and journal articles than female Ph.D.s over the last five years, but the differences were not significant. Approximately 4 percent of male Ph.D.s failed to publish any journal articles, whereas almost 6 percent of female Ph.D.s had not published in journals. Nearly 40 percent of the Ph.D.s had failed to publish any material in books. Few significant differences were found among geographical regions, type of degree, and type of work.  相似文献   

15.
Abstract

This study was designed to explore the relationship of selected attitudinal variables among community college faculty members, using a framework derived from symbolic interaction of theory. A survey questionnaire was administered to 627 faculty members in five Pennsylvania community colleges in autumn of 1973. Attitudinal variables are operationally defined through the use of factor analysis, and are related to one another and to socialization experience and reference group identity proxy variables through multiple and partial correlational analysis. Hypotheses concerning variations in attitudes toward the community college philosophy and orientations toward education as consequences of differences in socialization experiences and reference group identities are supported.  相似文献   

16.
Community colleges accommodate nearly half of all United States college students. Increased reliance upon community colleges is driven by the current economic downturn, rising costs of higher education, and changing expectations for today's workforce requiring advanced skill sets. Community colleges offer more affordable options for broader spectrums of students including traditional and nontraditional college students and dual-enrolled high school students.

Community college faculty facilitate student learning and program completion. A shortage of community college faculty will likely emerge as numerous faculty retire. Community college administrators need strategies for retaining and recruiting faculty amid increasing retirements. One effective strategy is to offer a work environment that cultivates positive work-related attitudes (e.g., job satisfaction). This study examines the ability of select human capital investments, intrinsic rewards, extrinsic rewards, and sociodemographics to predict overall job satisfaction for full-time community college faculty. A cross-sectional predictive design was used with secondary analysis of the 2004 National Study of Postsecondary Faculty (NSOPF:04) dataset.

Logistic Regression was utilized to determine predictive ability of the independent variables on overall job satisfaction. Results indicated that faculty were more likely to be satisfied with their work if they were satisfied with their salary, benefits and workload; were satisfied with the teaching support they received from their institutions; and if they perceived that females and minorities were treated fairly by the organization. Conversely, minority faculty were less likely to be satisfied, as were faculty who indicated they would again choose a career in academe if given the choice.  相似文献   

17.
Abstract

At most US colleges and universities, faculty development programmes have assumed a passive role waiting for interested faculty to come to them. For the most part, their activities have been limited to facilitating instructional workshops, managing faculty study leaves and sabbaticals, and providing remedial support for faculty who experience problems in their teaching. As higher education in the US faces political, social and technological challenges, faculty developers must play a more active role in institutional transformation. After providing an historical overview of faculty development in the US and describing the current situation in US higher education, this paper outlines four activities that faculty developers can undertake as change agents to help institutions accomplish the objective of institutional transformation and to foster a stronger academic culture.  相似文献   

18.
Abstract

This article discusses the use of text messaging as an effective way for faculty to communicate with students in between class meetings or within an online course. The benefits of text messaging will be discussed, as well as the tools one faculty member has used when texting students or groups of students. Text messaging can be used to give student “nudges” to increase the likelihood students will act in accordance with what the faculty member expects (i.e., read textbook prior to class, attend tutoring sessions, submit homework on time). It can also be used to streamline group work.  相似文献   

19.
ABSTRACT

This paper makes note of the vast opportunities for growth and expansion available to community colleges through online distance education. While many community colleges have taken advantage of these opportunities, continued success may be in jeopardy because of the high drop-out rates in online courses of study relative to courses offered as traditional, face-to-face classroom instruction. The reason for this may be that the “digital divide” still exists between students of the 21st century and faculty who were educated long ago in the 20th century, including even those faculty who have stepped forward to offer online courses. Perception of up-to-date concepts of distance learning is a major issue, and only when the gap is bridged between distance learner and instructor will online learning reach its potential. The literature available on distance learning has numerous suggestions for bridging this gap between students and faculty. The authors of this article recommend that community colleges make the institutional commitment to equip and train Internet-ready faculty to appropriately advise and teach 21st-century students. However, taking such a step may have significant implications for the immediate future in the allocation of financial resources.  相似文献   

20.
This study examined work and family factors that differentiate midcareer faculty members who were current from less current faculty with regard to the disciplinary knowledge base. The sample included 97 faculty (69 males, 28 females; 72 English, 25 Engineering) and their spouses. Cluster analyses of the work and family variables identified faculty subgroups within discipline. ANCOVAs showed a significant relationship between the clustered work-family profiles and levels of currency.Family differences: Current faculty and spouses reported spending more time on family-related responsibilities and experiencing greater stress from combined work-family responsibilities. Current Engineering faculty reported less flexibility in reallocating family responsibilities.Work differences: Faculty reported a greater commitment to their careers and to professional development: They reported higher scores on the Inner Work Standards scale; current English faculty read more professional journals and spent more time on research; current Engineering faculty spent more time on research and had more publications.  相似文献   

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