This study investigates the relationships between demographic characteristics, perceptions of the academic climate, and the employment continuation plans of tenured and tenure-track faculty of color in CORE accredited rehabilitation counselor education (RCE) programs. Furthermore, this study aims to identify which factors best predict the employment continuation plans for this population. Participants were administered The Faculty Retention Questionnaire (FRQ) to examine these relationships. The sample in this study consisted of 63 tenured and tenure-track faculty of color employed by CORE accredited RCE programs. Due to the small sample size and the violation of the assumption of normality, bootstrapping techniques were used to resample the data. A univariate general linear model (GLM) was conducted to determine if the demographic characteristics (self-reported race, ethnicity, gender, country of origin, and tenure status) could predict the employment continuation plans of tenured and tenure-track faculty of color in CORE accredited RCE programs. Results of the GLM indicted that demographic characteristics were non-significant predictors. Multiple linear regression analysis was utilized to determine if the regression scores for the perception of academic climate components (role as researcher, tenure/promotion opportunities, workplace conditions, social climate, faculty/student relationships, role clarity, inter-role conflict, and person/role conflict) could predict the employment continuation plans of faculty of color in CORE accredited RCE programs. Results of the multiple linear regression analysis revealed that the linear combination of regression scores predicted 28.5% of the variance in the employment continuation plans. Inter-role conflict was the only statistically significant predictor. Consequently, understanding how perceptions of the academic climate by faculty of color affect their employment continuation plans will add to existing body of literature pertaining to retention of faculty of color in counselor education. Additionally, the results of this study may assist in the development and implementation of retention strategies and policies that are supportive of faculty of color.

No description available.

The problem of this study is faculty attrition and role strain reported by faculty members in baccalaureate and higher degree programs in nursing. The purpose of the study is to determine whether variations exist in role strain reported by faculty members and faculty attrition based on institutional size, structure, and complexity, and on official expectations for faculty members. A questionnaire eliciting information regarding faculty attrition was mailed to seventy-five randomly selected administrators of baccalaureate and higher degree programs. Data related to faculty role strain were collected by questionnaires mailed to two hundred fifty randomly-selected faculty members from participating schools. Sixty-three administrative questionnaires and one hundred ninety-five faculty questionnaires were returned in usable form and were included in the analysis of data.

No description available.

No description available.

This research study was conducted to determine if there was a difference in community college graduation rates based on aggregate faculty hires, aggregate faculty retention and community college size. The study employed a non-experimental quantitative research design with three independent variables (aggregate faculty new hires, aggregate faculty retention and community college size) and one dependent variable (graduation rate). The study utilized a one way ANOVA, independent t test, and factorial ANOVA to analyze differences in graduation rates based on aggregate faculty new hires, aggregate faculty retention, and community college size. Results of the one way ANOVA revealed statistically significant differences in graduation rates based on the level of faculty new hires and community college size. Results of the independent t test failed to show statistically significant differences in graduation based on the level of aggregate faculty retention. Results of the factorial ANOVA revealed statistically significant differences between the interaction of aggregate faculty new hires and community college size as well as aggregate faculty retention and community college size.