Faculty and Administrator Perceptions of Organizational Characteristics, Philosophies, and Practices in Mississippi Community Colleges PDF Download

Author: Faye Williams Burford
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Category :
Languages : en
Pages : 306

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Author:
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Category : Dissertations, Academic
Languages : en
Pages : 614

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Author: Darrell Rance Easley
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Category :
Languages : en
Pages : 72

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Professional development is critical to the skill development and personal growth of 2-year college employees, and further research is needed to measure and evaluate the opportunities for professional development at 2-year colleges. The present study could be conducted at any institution across the country; however, Mississippi was used because of its award-winning community college system. The study investigated opportunities for professional development being offered; responsibility for professional development; and the perceptions of those managing professional development related to the importance of, amount and sufficiency of, and administrative support. This research was a qualitative, cross-sectional case study involving five professional development coordinators in Mississippi’s community colleges. Data collection was done through one-on-one telephone interviews with each participant in the summer of 2017. In addition, several of the professional development coordinators sent course listings, samples of individual development plans, and the researcher found information regarding professional development efforts of institutions’ websites. It was important to explore these perceptions because these were the professional development coordinators who have influence to make changes and ensure the needs of the staff, faculty, and administrators were being met. The present study found that many types of professional development opportunities were being conducted both on campus and off campus. Perceptions of professional development coordinators were all relatively high when asked about the importance of professional development, as well as how the administration supported professional development. Perceptions were mixed when asked about the amount and sufficiency of professional development opportunities. The positive finding was that what was being done was great; however, there were tremendous opportunities for growth in professional development offerings at the 2-year college.

Author: Zachariah O. Abungah
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Category : Community colleges
Languages : en
Pages : 356

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Author: Tatyana Batazhan
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Category : Community college teachers
Languages : en
Pages : 186

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Higher education is faced with ever-increasing challenges, which require fundamental changes in order to ensure its relevance in the future. Business leaders and academic scholars urge organizations to continuously reshape and renew through learning and innovation to assure viability and sustainability. Organizational climate serves as a foundation that can promote or hinder innovation. Consequently, an organizational climate that encourages innovation is paramount to get community colleges through challenging times and ensure their relevance and value in meeting the needs of the 21st century complex society. The purpose of the study was to assess perceptions of full-time faculty members about organizational climate for innovation in community colleges in Oregon and to determine if there is any difference in perceptions based on individual demographic factors or organizational characteristics. The secondary purpose was to gather feedback related to enhancements that community colleges can pursue to improve organizational climate for innovation. A web-based questionnaire was developed using items from other instruments that measured organizational climate for innovation with the constructs of leadership, support for creativity, norms for diversity and risk-taking, continuous development, ownership, and resources. There are 17 community colleges in Oregon; of these, 13 community colleges participated in the study. A total of 219 full-time community college faculty members participated in the study, which was (16%) of the total population of full-time community college faculty in Oregon Quantitative analysis included general description of respondent characteristics and descriptive findings; Cronbach's coefficient alpha to test instrumentation constructs and reliability; confirmatory factor analysis of the instrument confirmed the constructs. Investigation of assumptions related to the inferential analyses and factorial ANOVA was used to test the hypotheses. Qualitative research method was used to analyze qualitative data related to enhancement of an organizational climate for innovation. The study findings revealed that the organizational climate for innovation based on faculty members' perceptions was average and below average on the measurement along six selected constructs. There were no significant differences in responses of faculty based on the demographic factors (age, gender, educational level, area of teaching, experience in the profession, experience at community colleges, and experience at current community college) and an organizational size. Faculty members provided several recommendations on how to enhance an organizational climate for innovation, which were in line with the six constructs, the existing scholarly literature, and best business practices. While the body of research pertinent to organizational climate perceptions, culture, and innovation is growing, limited research is available on the topic of an organizational climate for innovation in post-secondary education. This study encompassed a broader approach of an assessment and information gathering from most of the colleges in one state, the state of Oregon. Therefore, this research is significant as it added to and enriched the existing and growing body of constructed scholarly knowledge. Most importantly, the results of this research provided Oregon community college leaders in administrative positions with an assessment of current organizational climate for innovation based on faculty members' perceptions. Therefore, community college leaders are armed with pivotal information that can assist them in shaping organizations' future directions and set up their colleges for innovation.

Author: Amber M. Nelms
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Category : Community colleges
Languages : en
Pages : 400

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This explanatory sequential, mixed-methods study examined the relationships of employee classification (administrator, faculty, staff) and experience levels (overall institutional experience and experience working with outcomes assessment) to self-reported knowledge and perception levels. Through the lens of transformational leadership, this study was conducted to provide additional knowledge, considerations, and resources to assessment professionals to use within their assessment work within their own institutions. The instrument "Survey to gauge college employee perception of the institutional effectiveness/assessment process (EPIEAP)" was administered to a volunteer sample group--from abstract.

Author: Aghajan Mohammadi
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Category : Community colleges
Languages : en
Pages : 788

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Author: James E. Davis
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Category : Community colleges
Languages : en
Pages : 150

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Author: Eric M. Campbell
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Category : Electronic dissertations
Languages : en
Pages : 156

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Over the past several decades higher education institutions have faced many criticisms regarding governance. Past studies have shown that as much as 70% of campus faculty and administrators believe decision making processes are ineffective and new approaches are needed. As many scholars point out, however, little empirical research exists and few studies have been conducted to advance the body of literature to better understand the perceptions held by both faculty and administrators in regards to governance, and of those, even fewer in the community college. The literature heavily suggests the way faculty and administrators form perceptions about governance is based on the organizational environment in which they function. Few in-depth studies have attempted to investigate the implications of an organization's environment, as it relates to shared governance. Most research in the area of governance focuses on internal and external forces of colleges, ways of altering structure, faculty participation in governance, student government, faculty senates, governing boards or subunits of these. It is clear that research has been conducted regarding the various afore mentioned areas, and the viewpoints of governance has been described through many lens; faculty, administrator and board of trustees to name a few. However, in areas regarding faculty and administrative perceptions and, how they interact to alter governance, few studies have been conducted. Thus, this study's purpose was to explore institutional governance in a public two-year community college, provide a more comprehensive understanding of institutional governance, and investigate the perceptions of faculty and administrators within this sector. The results provided valuable insight to the site institution regarding participants' perceptions of institutional structure, supervisory relationships, and shared governance. The findings of the study indicated that faculty and administrators significantly differ in these aspects of their organization, and that an environment of trust and cooperation in a community of equals is not the norm. Data analysis provided further evidence of a strong correlation and a significant relationship between institutional structure and shared governance, revealing that faculty and administrators perceptions of shared governance were strongly related to their perception of institutional structure.

Author: Scharvin S. Grizzell
Publisher:
ISBN:
Category :
Languages : en
Pages : 89

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For many years, community colleges that chose to offer community college baccalaureate (CCB) programs were looked upon in a negative light (Rice, 2015). However, as the need for specialized baccalaureates within specific fields and job markets have continued to grow (McKee, 2005), CCB programs are becoming more widely accepted throughout the United States. In spite of this paradigm shift, Mississippi is one of the remaining states that have not embraced the idea of CCB programs, in spite of its statistical deficiency in regards to baccalaureate degree holding citizens (Williams, 2010). The focus of this study was to explore the perceptions of community college administrators in Mississippi with regards to the influence of CCB programs to the community college mission of institutions in their state. This study indicates that administrators in Mississippi recognize the benefits of offering CCB programs, but do not want CCB programs to take away from the well-established statewide higher education system through mission creep. Many of the strong position statements received overwhelmingly neutral responses. In contrast, Administrators who chose to give their opinion indicated that they are not familiar with how CCB programs are implemented, and do not believe that Mississippi is ready for CCB programs across the state. However, respondents felt that the community college mission is always evolving, should meet students’ needs, and varies from location to location. The findings also show that administrators are favorable to the piloting of CCB programs at a few (1-2) institutions, even though they believe the programs will take funding away from current programs and do not want community colleges evolving into 4-year institutions. The study also concludes that there is a significant difference between institution size and survey questions #18 and #20. There is also a significant difference between length of time in the community college sector and survey questions #15, #17, and #18.