ERIC Number: ED313959
Record Type: Non-Journal
Publication Date: 1989-Nov
Reference Count: N/A
Faculty in Community Colleges: Differences between the Doctorally and Non-Doctorally Prepared. ASHE Annual Meeting Paper.
Lawrence, Janet H.; And Others
Differences between community college faculty who are doctorally prepared and those who are not in terms of professional values, beliefs, interests, competence, and perceptions of the college environment are discussed, with note taken as to whether these differences persist when discipline and timing of graduate study are taken into account. The extent to which variations in faculty behavior are due to doctoral preparation are examined. Data from a national survey conducted by the National Center for Research to Improve Postsecondary Teaching and Learning were analyzed. A survey was sent to full-time faculty with regular appointments in eight disciplines. A total of 122 items measuring educational beliefs/values, personal competence, career interests and satisfaction, perceptions of the organization, and professional effort and behavior were used for analysis. Results include the following: several of the belief/perception variables that had significant effects on the teaching behaviors were not affected by field or doctoral preparation measures; generalizations about the negative consequences of hiring doctorally prepared faculty are not fully supported (since doctoral preparation did influence teaching behavior but the effects were usually indirect); doctorally prepared faculty report greater involvement in grant preparation, journal editing, association activities, research, and journal publication; and doctorally prepared people are not dissatisfied with their careers as community college faculty members. Appended are: factor names, variable names, and loading factors; tables; and figures. Contains 18 references. (SM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A