This case study analyzed the perceptions of professionalism among an emerging and distinct occupational sector of community college faculty: community college faculty who teach in baccalaureate programs. The research was designed to address three questions as to the experiences of Community College Baccalaureate (CCB) faculty. First, what are the perceptions of professionalism among the community college faculty who teach in the baccalaureate programs at a multi-campus community college in the state of Florida (herein referred to as Seaside College)? Specifically, what patterns emerged when faculty perceptions of professional identity were examined, first, under the lens of professionalism as established by Larson (1977) and, second, through Boyer's (1990) four domains of scholarship? Second, are these faculty perceptions different from their previously held perceptions prior to the college's expansion into baccalaureate instruction? Third, were there any noticeable differences in faculty perceptions about the individual baccalaureate areas across this college? / by Jeffrey Peter Nasse. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

This phenomenological study explores what it means to teach part-time in community colleges in the United States. The increasing use of part-time faculty in community colleges and the concomitant emergence of a two-tiered faculty are discussed. The study examines the nature of part-time work in the United States, thus providing insight into practices in higher education. A discussion of challenges women continue to face in the workplace in general, and academia in particular, provide a background for understanding issues raised by study participants. Through the voices of six women, the study moves behind current statistical data to reveal the experiences, disappointments, joys, and motivations of part-time faculty. The findings illuminate current practices, highlight the importance of the department chair in affecting part-time faculty members' experiences, and challenge us to consider working conditions and relationships in our own academic communities. / Graduation date: 2002

There is a shortage of qualified community college technical instructors in new and emerging technologies. The purpose of this study was to investigate the barriers that may affect the decision of semiconductor specialists to teach part-time at community colleges. The desired outcome is to enable community colleges to increase the pool of part-time faculty from the semiconductor industry. This study identified four primary barriers that could affect an individual's decision to teach: (a) interest in teaching, (b) self-efficacy, (c) awareness of teaching opportunities, and (d) faculty development. As community colleges seek to fill the increasing demand for part-time technical instructors, industry seeks to increase its ranks of technical employees. A survey of technical specialists from the semiconductor industry showed high levels of professional experience, interest in teaching, and various experiences in teaching. An important finding of this study, however, was the overwhelming lack of awareness (83%, n=76) of teaching opportunities at community colleges. If community colleges are to increase their pool of part-time technical faculty, it is necessary for technical specialists to be aware that part-time teaching positions are available. If industry is to fill its growing need for qualified technical specialists, it should be willing to share some of the talent of its best employees with the community. / Graduation date: 1997

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references. Available also from UMI/Dissertation Abstracts International.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains ix, 125 p. Vita. Includes abstract. Includes bibliographical references (p. 91-103).

Thesis (Ph. D.)--Oregon State University, 2001. / Typescript (photocopy). Includes bibliographical references (leaves 141-152). Also available via the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 297-305). Available also in a digital version from Dissertation Abstracts.

Title from title page of PDF (University of Missouri--St. Louis, viewed March 2, 2010). Includes bibliographical references (p. 111-121).

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 135-145). Available also in a digital version from Dissertation Abstracts.

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