Investigating the Relationship between Faculty Attributes and Three-Year Community College Graduation Rates

Autor/in	Schladenhauffen, Candace S.
Titel	Investigating the Relationship between Faculty Attributes and Three-Year Community College Graduation Rates
Quelle	(2019), (151 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-0664-8
Schlagwörter	Hochschulschrift; Dissertation; College Faculty; Teacher Characteristics; Community Colleges; Graduation Rate; Two Year College Students; Teacher Student Ratio; Academic Rank (Professional) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fakultät; Community college; Community College; Lehrer-Schüler-Relation
Abstract	Limited previous research has documented the impact of faculty factors on community college completion rates. Community colleges demonstrate widely varying student outcomes measured as three-year associate degree graduation rates. Little is known about causes of these observed differences. A sense of community with other students and faculty is an important factor contributing to student retention and subsequent completion, however there is a lack of research quantifying relationships between faculty attributes and graduation in community colleges. The purpose of this quantitative study was to investigate the relationships between faculty factors and three-year graduation rates at community colleges in the United States. The Integrated Postsecondary Education Data System (IPEDS) database was used to identify public community colleges in the United States and the dependent variable of three-year graduation rates. The independent variables included faculty academic rank, student-faculty ratios for both fulltime faculty and total faculty complement, and percentage of fulltime faculty. Descriptive statistics, correlational, and variance analyses were conducted to examine the effects of faculty factors on three-year graduation rates at U.S. community colleges. Data analysis demonstrated student-fulltime faculty ratio, student-total faculty ratio, and faculty rank to be significantly correlated with graduation rates. Analysis of variance indicated student-fulltime faculty ratio as the only variable found to have a statistically significant effect. Researchers in the university setting have reported that percentage of fulltime faculty positively impacted graduation rates, however that was not demonstrated in this investigation. Additional research is needed to understand the effects of faculty-student interactions on student engagement and graduation rates in the community college setting. Results of this study may be helpful as higher education decision makers continue efforts to maximize graduation rates and optimize other indices of student success. [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	2020/1/01