ERIC Number: ED056679
Record Type: RIE
Publication Date: 1971-Nov
Reference Count: 0
Goals and Ambivalence: Faculty Values and the Community College Philosophy.
Bloom, Karen L.; And Others
Whether community college education will successfully meet its comprehensive goals obviously depends on many factors. A vital one is the faculty and how well they support the college's mission, and if they do not, why not? Prior empirical evidence generally indicates ambivalence in faculty views. This report attempts to measure the extent of agreement with the college philosophy among faculty members in three Pennsylvania colleges with 2-year programs. Answers to a questionnaire sent to a random faculty sample indicate that community college faculty were somewhat more positive to the philosophy than were junior college and commonwealth campus faculty, but, in general, faculty are ambivalent, in their support of their institutions. Sources of ambivalence in the faculty member's milieu are his personal perceptions of the college goals, the behavior and attitudes of the group, and values derived from past experiences. Interaction of these often conflicting forces causes confusion and ambivalence toward the goals of the community college. The college must find ways to reduce such incongruences. To achieve goal compatibility, colleges might well (1) review their recruiting policies; (2) accept and appreciate diversity in faculty behavior; and (3) understand the need for diversity in faculty philosophy among the three types of institution, for each serves a unique clientele and purpose. Educating faculty to 2-year college goals should ideally precede their appointment, and a pre-service summer institute is recommended. (MN)
Descriptors: Community Colleges, Educational Philosophy, Faculty, Goal Orientation, Institutional Role, Organizational Climate, Role Conflict, Teacher Attitudes, Teacher Characteristics, Teacher Motivation, Two Year Colleges
The Center for the Study of Higher Education, 123 Williard Building, Pennsylvania State University, University Park, Pennsylvania 16802 (Limited supply available, free of charge)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Pennsylvania State Univ., University Park. Center for the Study of Higher Education.