TWO-YEAR COLLEGE FACULTY: A COMPARATIVE STUDY.
Item
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Title
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TWO-YEAR COLLEGE FACULTY: A COMPARATIVE STUDY.
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Identifier
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AAI8203336
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identifier
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8203336
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Creator
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VAN HOEWYK, JOHN.
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Contributor
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Prof. Edgar Borgatta
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Date
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1981
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Sociology of
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Abstract
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The focus of the study is two-fold. First, to determine the effects of a group of professional orientation and achievement characteristics on the acquisition of institutional rewards and the development of professionally related attitudes and perceptions among two-year college faculty. And second, whether significant changes in effects of these characteristics occurred over a six-year period. The professional orientation and achievement characteristics include the possession of the Ph.D., number of publications in scholarly or academic journals, expression of a teaching or research orientation, the generation of research funding and extent of professional experience, which is measured as time since receiving highest degree. A hypothesis of a changing faculty composition and thereby associated professional characteristics is proposed based on statistics indicating that the greatest opportunities for academics in the last decade were found to be at junior/community colleges.;The data for the study are drawn from the 1969 and 1975 Carnegie Commission on Higher Education's surveys of American faculty. A brief descriptive comparison of two- and four-year faculty on selected sociological and demographic characteristics is provided. The effects of professional orientation and achievement in the acquisition of institutional rewards is considered. Publications and the possession of the Ph.D. are found to play a significant role in rank and salary achievement among two-year college faculty suggesting that despite the ostensibly different expectations of faculty at two-year colleges, rewards are to some degree based on "academic" achievement and not solely on a teaching and student orientation. In the acquisition of rank particularly, the two-year colleges have, and have as far back as 1969, employed many of the measures of achievement used to evaluate faculty at four-year institutions. This departs from prior description of how two-year college faculty are evaluated and rewarded.;Professional orientation and achievement are not found to be significant contributors to five indices of workplace satisfaction, in either 1969 or 1975, among two-year college faculty. Yet, while not statistically significant, the possession of the Ph.D. was in 1975, although again not statistically significant, is a detriment to the implementation of programs compatible with the junior/community college philosophy. The inconsistent role of the other professional orientation and achievement characteristics in the development of job related satisfaction and educational attitudes diverges from prior research findings. The literature has argued that a research/scholarship orientation has a critical effect on job satisfaction and the development of an education philosophy.;Finally, in the investigation of political attitudes, two-year faculty, while more conservative on both general as well as campus specific issues, indicate a greater degree of militancy on the issue of faculty unionism than four-year college faculty exhibit. Yet, professional orientation and achievement demonstrate little effect in the determination of political attitudes among two-year college faculty, particularly on campus specific issues.;It is concluded that the exigencies of the labor market did not affect two-year college faculties in the direction anticipated. Little change between 1969 and 1975 in the role of the professional orientation and achievement characteristics is observed.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Sociology
