Faculty Perceptions of Institutional Effectiveness

Autor/in	LoCascio, Susan H.
Titel	Faculty Perceptions of Institutional Effectiveness
Quelle	(2010), (144 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1242-0281-5
Schlagwörter	Hochschulschrift; Dissertation; Tenure; Institutional Evaluation; Intellectual Disciplines; Regression (Statistics); Multivariate Analysis; College Faculty; Teacher Attitudes; Community Colleges; Part Time Faculty; Institutional Characteristics; Accreditation (Institutions); Questionnaires; Employment Level; Educational Improvement; School Effectiveness; Alabama + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Amtszeit; Beschäftigungsdauer; Geisteswissenschaften; Regression; Regressionsanalyse; Multivariate Analyse; Fakultät; Lehrerverhalten; Community college; Community College; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Fragebogen; Beschäftigungsgrad; Teaching improvement; Unterrichtsentwicklung; Schuleffizienz
Abstract	This study examined (a) the differences in perceptions of faculty, full-time versus part-time, at a community college in northern Alabama on the importance of institutional effectiveness activities; (b) the factors that affect perceptions of the importance of institutional effectiveness activities; and (c) the effect of academic discipline, professional accreditation status, and length of tenure on the perceptions of importance of institutional effectiveness activities. The population for this study included full-time faculty (n = 48) and part-time faculty (n = 49) at a community college in northern Alabama. The survey instrument used for this study was the Faculty and Administrator's Perception of Institutional Effectiveness questionnaire developed by Metcalf (2001). Data were analyzed using Multivariate Analysis of Variance and Linear Regression Analysis. The results of the study indicate that full-time faculty members have (a) assessed the importance of institutional effectiveness activities to a significantly higher extent, (b) endorsed the outcomes-based view of quality to a greater extent, (c) rated the depth of implementation of IE activities to a higher extent, (d) viewed internal improvement as the primary motivation for institutional effectiveness activities, and (e) reported to be more involved in institutional effectiveness activities compared to part-time faculty members. The faculty members' academic discipline, professional accreditation status, and length of tenure did not significantly predict faculty perceptions of the importance of institutional effectiveness activities. The findings from this study provided a better understanding of the factors that affect faculty perceptions of the importance of institutional effectiveness activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10