Perceptions of Faculty Development: A Study of a North Texas Community College Page: I
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Bodily, Brett Hogan. Perceptions of Faculty Development: A Study of a
North Texas Community College. Doctor of Philosophy (Higher Education),
December 2008, 211 pp., 7 tables, 1 illustration, references, 121 titles.
This dissertation study deems faculty development critical to meeting
challenges associated with retirement, potential professor shortages, increasing
adjunct populations, unprepared faculty, and accreditation standards in the
community college. The study centers on seeking a current, in-depth
understanding of faculty development at Metro Community College (a
pseudonym). The participants in this qualitative study consisted of adjunct and
full-time faculty members and administrators who communicated their
perceptions of faculty development. The analysis discovered faculty member
types (progressive and hobbyist adjunct and proactive, active, and reactive full-
time faculty) who invest themselves in development differently depending on their
position and inclination to participate. Faculty members generally indicated a
desire for collegiality and collaboration, self-direction, and individualized
approaches to development whereas administrators exhibited a greater interest
in meeting accreditation standards and ensuring institutional recognition. The
study also discovered a need to consider development initiatives for adjunct
faculty members. The dissertation proposes an improved partnership between
the adjunct and full-time faculty and the administration.
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Bodily, Brett Hogan. Perceptions of Faculty Development: A Study of a North Texas Community College, dissertation, December 2008; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc9793/m1/2/: accessed April 16, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .