Faculty Perceptions of Organizational Culture in Community Colleges PDF Download

Author: Helene Ikumi Sokugawa
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 362

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Author: Annette Letcher
Publisher:
ISBN:
Category :
Languages : en
Pages : 444

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Author: David John Gregory Foster
Publisher:
ISBN:
Category : Development leadership
Languages : en
Pages : 123

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Author: Kathleen M. Shaw
Publisher: SUNY Press
ISBN: 9780791442906
Category : Education
Languages : en
Pages : 230

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Book Description
Questions whether, and how, community colleges confront the challenges of diversity and provide real opportunities for upward mobility.

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

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

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Book Description
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: Erin M. Nitschke
Publisher:
ISBN: 9781303910234
Category : Academic achievement
Languages : en
Pages : 106

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This qualitative case study examined the perceived benefits of academic assessment as seen by community college faculty members. This study further aimed to identify what methods of assessment faculty perceive as valuable in evaluating student learning and how faculty utilize assessment results to modify academic programming. Lastly, this study sought strategies that may facilitate the construction of a sustainable culture of evidence and learning by focusing on the benefits of assessment. The researcher selected ten faculty members employed at the organization to participate in the interview process. Participants were limited to full-time faculty members with at least five years teaching experience in adult and higher education. During data analysis, six emergent themes developed as follows: (1) assessment as a multi-level process, (2) alignment beginning at the course level, (3) reciprocal relationship between teaching and learning, (4) assessments of higher order thinking, (5) data usability, and (6) administration-faculty disconnect leading to a culture of compliance. While faculty in this study found assessment to be beneficial to improving teaching and learning, faculty also noted several specific challenges they perceived to be barriers in creating a sustainable culture of assessment at the organization. Strategies for building the organizational culture were outlined and recommendations for future research were made.

Author: Jamie R. Johnson
Publisher:
ISBN:
Category : Christian college teachers
Languages : en
Pages : 269

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Abstract: This study focused on faculty perceptions of organizational culture and collegiality at denominationally affiliated Christian colleges and universities in the Pacific Northwest. It was found that while faculty members perceive tension around their experience of organizational culture, the extent of their relationships as cultivated through formal and informal development opportunities contributes to strong collegiality. Additionally, this study explored how denominational affiliation [is] perceived by faculty. A short study of Acts 15 and how the early Christian community responded to difficult circumstances and different cultural backgrounds was undertaken to more fully understand how Scripture teaches followers of Jesus to live and work in community. //p// Through convenient purposeful sampling, 19 faculty members from 3 different denominationally affiliated institutions in the Pacific Northwest were interviewed using a semi-structured interview. Additionally, the Organizational Culture Assessment Instrument (OCAI) was completed by two of the participating institutions. The participants were representative of the larger faculty bodies at each institution, including faculty rank, length of tenure, and department. //p// The findings from the research indicated that faculty perceptions of organizational culture are dependent upon faculty relationships with administrators, and whether administrators value their voice, both individually and collectively. The study also found that collegiality is an important factor in whether or not faculty members are able to live amidst the competing tensions of their work, including busyness, institutional growth, and institutional change. Additionally, it was found that collegiality seems to be strengthened through participation in formal and informal faculty development programs. //p// This study also set out to explore the perceived impact of denomination on faculty perceptions of organizational culture and collegiality. Participants noted the importance of denominational affiliation for the institution, especially in terms of giving the institution a unique place to stand in the midst of a competitive higher education market. Yet, the study also found that for the participants, the most important aspect of their work is that they daily get to point students to Jesus Christ, a calling many of them described as more important than denominational affiliation, though denominational affiliation might have some determination on how this is done.

Author: Carol L. Moore
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 418

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Book Description

Author: Deborah L. Floyd
Publisher: Routledge
ISBN: 1000179362
Category : Education
Languages : en
Pages : 174

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Book Description
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.