INSTITUTIONAL PERCEPTIONS ABOUT THE PREPARATION OF COLLEGE ADMINISTRATORS

This article looks at the relative usefulness of 12 selected factors in the preparation of college administrators as seen by practicing administrators and faculty in comprehensive community colleges, four‐year liberal arts colleges, and universities.

Three hundred randomly selected faculty and administrators in the state of Iowa were sent survey questionnaires. The returned surveys and research data were then analyzed in order to answer the research question.

The findings suggested that graduates from programs in higher education administration may be more accepted in community colleges than in liberal arts colleges or universities. The findings also showed that university personnel perceived the major research experience as being significantly more useful than the other personnel. Nonclassroom experiences were thought to be the most useful by all personnel, with faculty experience in higher education perceived to be the most useful. This study also showed that both administrators and faculty perceived majoring in higher education administration to be less useful than any of the other 11 preparation variables.

One of the recommendations of this study is that students, graduates, and professors in higher education administration programs attempt to educate the participants in higher education and the public on the strengths and uses of their programs. It was also recommended that further research is needed in the area of administrative task analysis at the different types of institutions.     

Student Evaluation of Instruction: In the New Paradigm of Distance Education

Distance education has experienced soaring development over the last decade. With millions of students in higher education enrolling in distance education, it becomes critically important to understand student learning and experiences with online education. Based on a large sample of 11,351 students taught by 1,522 instructors from 29 colleges and universities, this study investigates the factors that impact student evaluation of instruction in distance education, using a two-level hierarchical model. Key findings reveal that in a distance education setting, gender and class size are no longer significant predictors of quality of instruction. However, factors such as reasons for taking the course, student class status and instructor’s academic rank have a significant impact on student evaluation of learning and instruction. Findings from this study offer important implications for institutional administrators on utilizing the evaluation results and on developing strategies to help faculty become effective online instructors.     

Student Perspectives on Teaching and its Evaluation

The research on student ratings of instruction, while voluminous, has had minimal focus on the perceptions of the students who do the ratings. The current study explored student perspectives on course and teacher ratings as well as some issues related to teaching effectiveness and faculty roles. It was found that students are generally willing to do evaluations and to provide feedback, and have no particular fear of repercussions. However, they have little confidence that faculty or administrators pay attention to the results, and do not even consult the ratings themselves. The students view teaching and advising as the most important roles that should be played by faculty, yet project that faculty, while also viewing teaching as the most important, would rank research above the more student-interactive advising. Canonical correlations among various scales reveal a strong emphasis on such issues of the importance of faculty respect for student views.     

The Impact of Human Capital and Selected Job Rewards on Community College Faculty Job Satisfaction

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.     

COMMUNITY COLLEGE ADMINISTRATORS AND FACULTY OPINIONS OF TECH PREP

According to D. Hull and D. Parnell (1991), technical preparation, commonly referred to as Tech Prep, is essentially an innovative approach to vocational education. It is designed to integrate academic subjects (i.e., mathematics and science) with vocational-technical education subjects (i.e., engineering technology, applied science) and mechanical, industrial, or vocational subjects (i.e., agriculture, health, and business). This study focused on community college presidents' knowledge of attitudes toward Tech Prep in the North Carolina Community College System (NCCCS). Four research questions were addressed in the research that are essential to the success of Tech Prep initiatives in the NCCCS. These questions were (1) to what extent are the 58 community colleges in North Carolina actively engaged in Tech Prep programs?; (2) how many of the colleges have been actively involved in Tech Prep programs for four or more years?; (3) to what extent do senior administrators, faculty, and administrative support staff differ in their opinions of Tech Prep programs in their respective colleges?; and (4) what are the differences in opinions of Tech Prep among community college presidents, faculty, and administrative support staff on issues such as recruiting better-prepared students, retention, and graduation rates?     

Faculty Views of Student Evaluation of College Teaching

The literature abounds with psychometric studies of course evaluation measures and articles debating the merits of student ratings of instruction, but little research has focused on faculty perceptions of this procedure. In the present study faculty perceptions are explored at a teachers' college where evaluation is carried out annually on a sample of courses. The sample includes 101 instructors who completed the research questionnaire. Faculty attitudes reflected a broad range of responses towards validity of student ratings, and their usefulness for improving instruction. Although overall attitudes were mildly positive, few instructors reported changing instruction as a result of student ratings. Moreover, few supported sending evaluation results directly to college administrators or publishing them for student consumption.     

Faculty attitudes toward student evaluation of teaching

This study dealt with university faculty attitudes toward the validity of and varying uses for student evaluations of teaching. It was hypothesized that faculty attitudes toward the potential uses of student evaluations would be systematically related to a professor's a priori frame of reference regarding the validity of these instruments. On the basis of responses to selected questionnaire items, faculty were divided into those whose frame of reference (1) opposed the idea that student evaluations could be made valid, (2) supported the idea that existing evaluation forms were valid, and (3) were uncommitted regarding this validity question. A fourth group, administrators at the university, were also surveyed. Large and consistent differences among these groups were found on policy matters such as the use of student evaluations in tenure and promotion decisions, in providing information to students to help them choose courses, and on a variety of other issues. In each case the results supported the hypothesis.Authors' names are ordered randomly.     

Developmental Needs of Community College Adjunct Faculty

Abstract

This survey was a result of the efforts of the New Jersey Consortium on the Community College to identify and articulate the faculty/staff development needs of the 17 community colleges of New Jersey.

In depth interviews were conducted with administrators, faculty and students at all the colleges. Follow up questionnaires were completed at each community college. A two day workshop was then conducted to identify and assign priorities to specific needs. The needs were ordered in one of three categories: Fulfilling the Goals of the Community College, Teaching/Learning Needs, and Managerial Needs.

The workshop that dealt with “Ways of Meeting Part-Time Faculty Needs” identified eight essential goal related needs while stressing the need for adjunct faculty to understand the philosophy and function of the community college. Within the teaching/learning category the workshop group amplified the need for adjunct faculty to understand how learning occurs. The primary managerial need identified was for each community college to develop strong teaching/learning support systems. The workshop participants viewed the establishment of a continuous program of adjunct supervision as essential for the support of effective instruction.     

Community College Faculty Attitudes,Socialization Experiences,and Perceived Teaching Effectiveness

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.     

Student evaluation of instruction in higher education: exploring issues of validity and reliability

Many personnel committees at colleges and universities in the USA use student evaluation of faculty instruction to make decisions regarding tenure, promotion, merit pay or faculty professional development. This study examines the construct validity and internal consistency reliability of the student evaluation of instruction (SEI) used at a large mid‐western university in the USA for both administrative and instructional purposes. The sample consisted of 73,500 completed SEIs for undergraduate students who self‐reported as freshman, sophomore, junior or senior. Confirmatory factor analysis via structural equation modelling was used to explore the construct validity of the SEI instrument. The internal consistency of students' ratings was reported to provide reliability evidence. The results of this study showed that the model fits the data for the sample. The significance of this study as well as areas for further research are discussed.     

COMMUNITY COLLEGE STUDENTS' OPINIONS REGARDING THE VALUE OF THEIR FRESHMAN SEMINAR EXPERIENCE

Students enrolled in a community college freshman seminar course were interviewed to gather qualitative data on their opinions regarding the value of the course. Existing dissatisfaction among students, faculty, and administrators initiated this study . Data analysis revealed that randomly grouping students with wide - ranging levels of academic abilities and life experiences in a freshman seminar class had a number of drawbacks, as older adult learners differ greatly from younger student learners in aptitude, ability levels, maturity, and academic needs. The findings suggest that older adults need a different kind of freshman seminar course than the traditional first - year student, and that "gifted" older students might be used to provide "on - campus apprenticeships" for other first - year students.     

The Relationship of Selected Community College Faculty Attitudes,Socialization Experiences,and Reference Group Identities

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.     

Formative Peer Review of Teaching: Attitudes of Faculty at Liberal Arts Colleges Toward Colleague Assessment

Nearly all students of faculty evaluation agree that peer review should be part of a comprehensive program of faculty assessment. Faculty are particularly well qualified to critique their colleagues teaching when the objective is to improve quality of instruction because they are in a position to assess several aspects of teaching better than students, academic administrators, and other constituencies of the academic community. Large proportions of faculty in this study indicated they would take part in four methods of formative peer review—classroom observation, videotaping of classes, evaluation of course materials, and assessment of their evaluation of the academic work of students—and they provide important information on factors that might detract from their participation, on conditions that might enhance the process, and on the benefits they and their students, colleagues, and institutions might receive as a result of their participation.     

ENHANCING FACULTY AWARENESS AND KNOWLEDGE OF STUDENTS WITH DISABILITIES

An increasing number of students with disabilities are enrolling in postsecond‐ary institutions. To better serve these students, faculty, administrators and counselors must develop an understanding of the needs of students with disabilities and how to make accommodations for their success. An inservice program that targeted skills in enhancing awareness of student needs, meeting legal mandates for accommodations, and developing a team approach to serving students is presented. As a result of participation in the inservice program, all community colleges in the Commonwealth have instituted an advisory council that addresses the academic environment and needed support services for students with disabilities.     

PERCEPTIONS OF COMMUNITY COLLEGE FACULTY ABOUT THE NEED FOR GERONTOLOGY TRAINING

America is aging, and quickly. Among the educational institutions that could address this critical issue, none are better suited than community colleges. Community colleges not only educate students but also respond to the emerging needs of the communities they serve. Previous studies have shown that few community colleges have developed an agenda for addressing the impact of aging on our society and that faculty and administrators may not be aware of the potential for expanding aging‐related programs. This study reports the responses of 703 community college faculty representing a broad variety of disciplines and educational backgrounds. As expected, the majority of faculty had little previous training in aging, included no aging content in existing courses, and were uncertain as to whether to include aging content in other courses that they taught. This uncertainty, however, must be tempered by the fact that 61% of the responding faculty were interested in attending a basic training program in aging. Such community college faculty interest and participation could enhance the introduction of aging materials into existing curricula and expand their other educational activities that would ultimately benefit older persons in the community.     

A RESPONSE TO UNCERTAINTY: THE INCREASED UTILIZATION OF PART‐TIME INSTRUCTORS IN AMERICAN COMMUNITY COLLEGES

Financial uncertainty and projections of changing enrollment patterns of students are forcing community colleges into positions of maximum flexibility. As a result, they continue a trend of increased reliance on part‐time instructors to deliver their services. This trend is noted by full‐time faculty as cause for alarm. Allegations of poorer quality instruction provided by part‐time instructors cannot be documented. However, it is clear that part‐time employee practices in the areas of selection, orientation, evaluation, and development need dramatic improvement. Implications of this research point to the need for college administrators to reexamine management procedures with regard to part‐time faculty.     

Preferred directions and images for the community college: A view from inside

Both a sharpened sense of direction and promotion of specific institutional images seem necessary if the community college is to achieve a more distinct identity. Congruence between faculty and administrative preferences for possible directions and images seems vital if the direction and images are to be achieved. A randomly selected sample of full-time faculty and senior-level administrators in the State University of New York's thirty community colleges was surveyed to determine faculty and administrative preferences for four institutional directions and seven images for the community college. The results showed a surprising degree of congruence between faculty and administrators as to preferred direction and images. In addition, the relationship of certain demographic variables to preferences was examined, with limited correlations resulting. It was concluded that faculty and administrators were especially supportive of the institution's comprehensiveness since it provides a niche for everyone.     

Food Insecurity Among Community College Students: Prevalence and Association With Grade Point Average

This study investigated the prevalence of food insecurity among community college students (N = 301) and the relationship between food insecurity and student grade point average (GPA). It employed a cross-sectional intercept survey, utilizing the U.S. Department of Agriculture’s Household Food Security Survey Module, student self-reported GPA, and demographic variables. The research setting was two community colleges in Maryland—one located in a low income urban area and one located in an affluent suburban area. Results demonstrate that 56% of the students in the overall sample were classified as food insecure. Students at higher risk of food insecurity included those who reported living alone and those who reported being single parents. Students identifying themselves as African American or as multiracial were also at increased risk for food insecurity. Food insecure students were more likely than food secure students to report a lower GPA (2.0–2.49) versus a higher GPA (3.5–4.0). Data suggest that food insecurity is an issue for a large percentage of the community college student sample. Food insecurity may have adverse effects on student academic performance and is a factor to be considered by college administrators, faculty, and students.     

Implementing transfer and articulation: A case study of community colleges and state universities

This study examined the cultural aspects of a transfer articulation policy between public community colleges and state universities enacted by a newly consolidated state governing board for higher education in a northeastern state. A qualitative multisite case study design explored how key stakeholders, faculty, administrators and staff viewed the transfer policy from their unique perspectives. Tierney’s (2008) cultural analysis of governance was used to examine the effectiveness of communication and decision-making on the part of the board. The study also applied Handel’s (2011) theory of a transfer affirming culture along with Jain, Herrera, Bernal, and Solorzano’s (2011) research on the requisite services for pretransfer and posttransfer success of nontraditional students. The use of several theoretical frameworks provides “a more powerful lens than when using only one in helping to interpret and understand culture” (Kezar &; Eckel, 2002, p. 440). The study was guided by the following question: How do community college and state university faculty, administrators and staff perceive the Transfer Mobility Policy in relation to their campus cultures? The findings identified difficulties with community college curricula and student transfer advising as well as a cultural gap between the community colleges and the state university. They underscored the politics that surrounds higher education governance reform and resultant clash between political and academic cultures. This study may help policy makers promote statewide transfer and articulation initiatives and be instructive for faculty, administrators, and staff as they seek to improve the success of students who transfer from community colleges to four-year colleges and universities.     

Faculty Activities and Rewards: views from education administrators in the USA

The heads of education divisions of 245 colleges and universities in the USA were surveyed regarding their opinions about faculty activities and reward procedures. Tenure, which was viewed as having the greatest effect on faculty behavior, received significantly more attention from decision‐making bodies in the colleges, and merit pay received significantly less. Education administrators at top universities and larger universities viewed the desire for reputation as more motivating than did other education administrators. The department chairs believed that internal satisfaction was more of a motivating factor than did deans. The deans rated merit pay, contract renewal, promotion and tenure higher as motivators than did the department heads. Although evaluations of teaching were considered the most important for year‐to‐year contract renewal, article and book publication were the most important considerations in merit pay, promotion and tenure. A factor analysis grouped faculty activities into three factors: teaching, service, and publication.