Experiences of community college faculty in developing discipline specific educational master plans at American River College Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/2227mr80z

Descriptions

Attribute NameValues
Creator
Abstract or Summary
  • Today's community colleges are challenged to respond to rapidly changing internal and external environments. Their responses must promote highly responsive and relevant programs and services, while keeping intact the strengths of community colleges--access, student success, and a focus on teaching and learning. Further, these responses must occur in the context of rising costs, decreasing revenues, and increased accountability. Accrediting agencies are requiring colleges to more effectively respond to change by implementing improved planning processes. The research literature on higher education planning suggests faculty are a key constituency to engage in planning efforts. However, little is written about actual faculty experiences in planning. This qualitative study was conducted to provide increased understanding of how faculty at a large, suburban California community college experienced developing discipline specific educational master plans (EMPs) in Spring 2001. Using interactive qualitative analysis methodology, a seven-member faculty focus group first identified the affinities (or themes) of their planning experience. These affinities were used to develop interview questions for another 14 faculty members. The 21 faculty participants were from a total of nine different instructional areas, and had been identified as lead EMP contacts for their disciplines. Following its collection, the data was analyzed to generate grounded theory about the faculty EMP experience. The "Faculty EMP Experience Systems Theory" revealed the primary driver of the faculty experience was their belief eligibility for future resources for their disciplines was tied directly to their EMPs. This was followed by secondary drivers of their past experiences with planning at the college, and the resources they were given, or accessed, to complete their plans. Together, these three drivers directly influenced how the planning work was done. The secondary outcomes of the faculty experience developing EMPs included interpersonal effects of engaging in the EMP process, and unanswered questions about what the administration would actually do with their EMP work. Finally, the primary outcomes of the faculty experience were their evaluation of the EMP processes and products (plans), and the frustrations, if any, they experienced. This new theory suggests implications for practice and further research.
Resource Type
Date Available
Date Copyright
Date Issued
Degree Level
Degree Name
Degree Field
Degree Grantor
Commencement Year
Advisor
Committee Member
Academic Affiliation
Non-Academic Affiliation
Subject
Rights Statement
Peer Reviewed
Language
Digitization Specifications
  • File scanned at 300 ppi (Monochrome) using Capture Perfect 3.0.82 on a Canon DR-9080C in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR.
Replaces
Additional Information
  • description.provenance : Made available in DSpace on 2012-07-19T18:18:16Z (GMT). No. of bitstreams: 1 LorimerSusanL2003.pdf: 824531 bytes, checksum: 695293cbde06e4d6300ae92a4c212b8c (MD5) Previous issue date: 2002-06-11
  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2012-07-19T18:18:16Z (GMT) No. of bitstreams: 1 LorimerSusanL2003.pdf: 824531 bytes, checksum: 695293cbde06e4d6300ae92a4c212b8c (MD5)
  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2012-07-19T18:14:06Z (GMT) No. of bitstreams: 1 LorimerSusanL2003.pdf: 824531 bytes, checksum: 695293cbde06e4d6300ae92a4c212b8c (MD5)
  • description.provenance : Submitted by Kevin Martin (martikev@onid.orst.edu) on 2012-06-26T18:12:54Z No. of bitstreams: 1 LorimerSusanL2003.pdf: 824531 bytes, checksum: 695293cbde06e4d6300ae92a4c212b8c (MD5)

Relationships

Parents:

This work has no parents.

Last modified

Downloadable Content

Download PDF

Items