Despite the importance of community colleges in higher education, community college faculty are understudied. Although the community college has been defined as a teaching institution, its faculty also serve in non-teaching leadership roles. The purpose of this research study is to know (1) what the experiences of community college faculty in leadership roles are, (2) how their roles have changed over time, (3) what factors motivated faculty to accept non-teaching roles, and (4) how faculty have navigated the transition. Data were obtained from open-ended, semi-structured interviews using an Interpretive Phenomenological approach. Qualitative data were transcribed, coded, categorized, and then organized into five prominent thematic findings: a) Loyalty to the Community College and Students, b) A Student-Centered Collegial Identity, c) Personal Fulfillment, d) Cycle of Roles and e) Tensions. This study informs community college stakeholders about how to strengthen and support faculty leadership at the community college with implications for policy, practice and future research.
| Identifer | oai:union.ndltd.org:csusb.edu/oai:scholarworks.lib.csusb.edu:etd-1943 |
| Date | 01 June 2019 |
| Creators | Bemiller, Quinton |
| Publisher | CSUSB ScholarWorks |
| Source Sets | California State University San Bernardino |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses, Projects, and Dissertations |
Page generated in 0.0053 seconds