Thesis (Ph. D.)--University of North Texas, Dec., 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Florida, 1983. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 157-161).

Thesis (Ph. D.)--University of Louisville, 2005. / College of Education and Human Development. Vita. "May 2005." Includes bibliographical references (leaves 172-180).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: James P. Barufaldi. Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed June 8, 2007). PDF text: vi, 240 p. ; 1.62Mb. UMI publication number: AAT 3243744. Includes bibliographical references. Also available in microfilm and microfiche formats.

The following question was investigated for each of several biographical variables: Are there significant differences in the work values, as measured by the Ohio Work Values Inventory (OWVI), and personal values (terminal and instrumental), as measured by the Rokeach Value Survey (RVS), of instructors in Oregon community colleges? Comparisons were made by job status (part-time/full-time), teaching assignment, sex, number of years teaching, age, degree held, other employment of instructor, geographic location of college, and vocational certificate held. A multivariate ANOVA (followed by univariate ANOVAs and Modified LSDs as needed) was performed separately on the OWVI scales, the RVS Terminal Values, and the RVS Instrumental Values. The initial sample included 984 Oregon community college instructors, partitioned by teaching status, teaching assignment, and geographic location. The responding sample included 212 full-time and 288 part-time faculty. The rank order of the OWVI means for instructors was: Task Satisfaction; Self Realization; Ideas/Data; Altruism; Independence; Security; Money; Control; Object Orientation; Prestige and Solitude. The rank order for RVS Terminal Values for instructors was: Health, Self Respect, Family Security; Freedom; Inner Harmony; A Sense of Accomplishment; Wisdom, Mature Love; True Friendship; A World at Peace, An Exciting Life; Equality; A World of Beauty; A Comfortable Life; Salvation; Pleasure; National Security and Social Recognition. The rank order for RVS Instrumental Values for instructors was: Honest, Responsible; Loving; Capable; Independent; Intellectual; Helpful; Broadminded; Courageous; Forgiving; Loyal (tied with Forgiving); Logical; Ambitious; Self Controlled; Polite; Clean and Obedient. When sex, teaching experience, age, highest degree held, other employment/no other employment, and college location were used as independent variables, statistically significant differences were found in each set of dependent variables, with the exception of instrumental values for teaching experience and college location, and terminal values for college location. Of 396 correlations between the OWVI scales and the RVS values, 162 were significant at the .05 level (41%). The signs of the correlations indicated a logical relation between the two instruments.

The purpose of this study is to explore experiences of professional growth for mid-career community college faculty. The research question that guided the study is: How do community college faculty members experience professional growth at mid- career? The research design included an interpretive social science methodology and phenomenological method. Nine mid-career community college faculty, identified as being engaged and active in their professional role, participated through in-depth interviews. Profiles of the participants in their own words were presented to reflect on their early career experiences, and themes were presented as they emerged from the data as participants talked about their experiences of professional growth. Themes emerged in the areas of: (1) experiences of professional growth; (2) how faculty made meaning of these experiences; and (3) how faculty experienced support for their growth. Faculty interviewed for this study were active in campus leadership and governance and in pursuing professional development opportunities. They demonstrated a high degree of engagement in student learning and improving instruction. They were thoughtful about their experiences, reflecting on diversity as one of the strengths of their institution and engaging in a self-reflective post-tenure process. They also experienced a high level of support from administrators and colleagues. By voicing the professional growth experiences of highly engaged faculty at an important career stage, this study offers implications for practice for faculty, administrators, and policy makers concerned with faculty, instructional, and organizational development. / Graduation date: 2013

Thesis (Ph. D.)--Michigan State University. Higher, Adult, and Lifelong Education. Dept. of Educational Administration, 2006. / Title from PDF t.p. (viewed on Nov. 12, 2008) Includes bibliographical references (p. 174-183). Also issued in print.

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

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 288-299). Also available on the Internet.