This dissertation study deems faculty development critical to meeting challenges associated with retirement, potential professor shortages, increasing adjunct populations, unprepared faculty, and accreditation standards in the community college. The study centers on seeking a current, in-depth understanding of faculty development at Metro Community College (a pseudonym). The participants in this qualitative study consisted of adjunct and full-time faculty members and administrators who communicated their perceptions of faculty development. The analysis discovered faculty member types (progressive and hobbyist adjunct and proactive, active, and reactive full-time faculty) who invest themselves in development differently depending on their position and inclination to participate. Faculty members generally indicated a desire for collegiality and collaboration, self-direction, and individualized approaches to development whereas administrators exhibited a greater interest in meeting accreditation standards and ensuring institutional recognition. The study also discovered a need to consider development initiatives for adjunct faculty members. The dissertation proposes an improved partnership between the adjunct and full-time faculty and the administration.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc9793 |
| Date | 12 1900 |
| Creators | Bodily, Brett Hogan |
| Contributors | Fulton-Calkins, Patsy J., Newsom, Ronald W., Kraus, Janine |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Bodily, Brett Hogan, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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