A Comparative Analysis of Institutional Functioning Dimensions as Perceived by Select Constituencies in a Small/rural Community College PDF Download
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Author: Charles Kennedy Barletta
Publisher:
ISBN:
Category : Community and college
Languages : en
Pages : 482
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Author: Charles Kennedy Barletta
Publisher:
ISBN:
Category : Community and college
Languages : en
Pages : 482
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 694
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Author: G. William Snodgrass
Publisher:
ISBN:
Category : Small colleges
Languages : en
Pages : 246
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Book Description
The purpose of the study was to compare perceptions by faculty, students and administrators of the campus environments of eight small, independent liberal arts colleges in Oregon and to determine if similar or like perceptions of the environment lead to greater vitality in each of the colleges studied. In the context of the study, vitality refers to the ability of the institution to function effectively or optimally. A random sample of 50 junior and senior resident students, 20 full-time teaching faculty and 7 administrators were selected for testing on each of the campuses using the Institutional Functioning Inventory to measure perceptions. Following are the eleven scales: 1. Intellectual-Aesthetic Extracurricular 2. Freedom 3. Human Diversity 4. Concern for Improvement of Society 5. Concern for Undergraduate Learning 6. Democratic Governance 7. Meeting Local Needs 8. Self-study and Planning 9. Concern for Advanced Knowledge 10. Concern for Innovation 11. Institutional Esprit The following null hypotheses were tested: 1. There are no significant differences between faculty, students, and administrators at each college in the study in their perception of the campus environment. 2. There are no significant differences in the nine colleges studied in the manner in which their environments are perceived by faculty, students and administrators on all scales totaled. 3. There is no demonstrable relationship between divergent perceptions of the campus environment by faculty, students and administrators and institutional vitality. 4. There is no demonstrable relationship between divergent perceptions in areas of the campus environment that are of concern to student personnel services and institutional vitality. Statistical analysis of the data resulted in the rejection of null hypotheses one and two. Significant differences were found among the three groups, faculty, student, and administrators, in 28 out of 88 comparisons at the colleges studied. The groups differed most often on the scales that measured perceptions in the dimensions of personal and academic freedom, diversity in faculty and student backgrounds, concern for undergraduate education and campus decision-making. The data suggested that students as a group did not share the perceptions of their faculty and administrators at four of the eight colleges studied when responses to all eleven scales of the inventory were totaled for faculty and administrators and on six scales for students. Students tended to perceive the campus environment less positively than either faculty or administrators. The most positive perceptions were noted among administrators. A major conclusion of the study was that in the population samples, the presence of shared or congruent perceptions of the campus environment by faculty, students and administrators did not have a demonstrable relationship with the vitality of the college and its ability to function effectively. Null hypotheses three and four were retained. Further results of the study indicated that, at the colleges studied, significant differences exist between students and administrators in their perceptions of the campus environments in areas of special concern to student services personnel. Differences, statistically significant at the .05 level of confidence (in five instances at the .01 level) were noted at seven of the eight colleges in areas including campus governance, personal freedom (life style, values) and diversity in student backgrounds. Colleges in the study which described themselves as conservative and church-related had lower overall college mean scores, suggesting lower vitality, than did non-sectarian colleges. The church-related colleges, however, had fewer significantly different perceptions between faculty, students and administrators, scale-by-scale, than did the non-sectarian colleges suggesting a greater sense of community and singleness of purpose.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 728
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Author: University Microfilms, Incorporated
Publisher: University Microfilms
ISBN: 9780835708418
Category : Education
Languages : en
Pages : 796
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Author: Jerry W. Young
Publisher:
ISBN:
Category : Junior colleges
Languages : en
Pages : 214
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Author: James R. Cooper
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
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Author: J. Levin
Publisher: Springer
ISBN: 023010150X
Category : Education
Languages : en
Pages : 248
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Book Description
This book employs a socio-cultural approach to study the organizational dynamics and experiences of self-formation that shape community college life. The authors use case studies to analyze both the symbolic dimension and practices that enable the production of educational experiences in seven community colleges across the U.S. Levin and Montero-Hernandez explain the construction of organizational identity and student development as a result of the connection between institutional forces and individual agency. This work emphasizes the forms and conditions of interaction among college personnel, students, and external groups that were enacted to respond to the demands and opportunities in both participants local and larger contexts. The authors acknowledge both the collective and individual efforts of community college personnel to create caring community colleges that support nontraditional students.
Author: Natalie Jean Harder
Publisher:
ISBN:
Category : Community college students
Languages : en
Pages : 300
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Author: Richard L. Alfred
Publisher:
ISBN:
Category : Community and college
Languages : en
Pages : 140
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Book Description
The essays in this collection examine the outcomes or benefits of community colleges with respect to specific constituencies; discuss the impact of the policies, programs, and needs of external agencies on the colleges; and consider methods by which educational outcomes can be improved and measured within the institutional setting. After introductory material, Dorothy Linthicum describes the social and economic gains experienced by community college students. Next, Timothy Fidler examines the impact of community college programs on business and industry through the preparation of a trained labor force. James Gollattscheck then assesses the social and economic benefits of 2-year college education to the community and presents three case studies exemplifying ways in which impact studies can be conducted. After Paul Wing's description of emerging relationships between community colleges and state agencies and strategies for improving college impacts on these agencies, Joseph Cosand and Mary Jane Calais discuss the same issue focusing on impacts at the federal level. Alfons Van Wijk then considers the relationship of sound management and faculty and staff job satisfaction with institutional outcomes. Next, Richard Alfred presents a model for assessment that can be used to improve college programs and enhance funding prospects. Finally, Jack Friedlander reviews ERIC documents concerned with measuring the economic and educational benefits of community colleges. (HB)
