The involvement of part-time faculty tends to be even lower than the engagement level of full-time faculty who partake in the system of shared governance in the California Community Colleges (CCC). During a time when state funds are diminishing, there is a projection of retirement for many community college leaders (Fulton-Calkins & Milling, 2005), combined with a projected increase in the use of part-time faculty (Feldman & Turnley, 2004), the CCC system cannot afford to marginalize or discourage part-time faculty from serving in shared governance positions (Berret, 2007; Feldman & Turnley, 2004; Shinn, 2004).
A void exists in the academic research exploring the role of part-time faculty involvement in the shared governance process, specifically within the institution of CCCs. This quantitative study will contribute to the field of educational research and fill the void with the use of a descriptive survey targeted toward part-time faculty members serving in the elected position of the Academic Senate.
The purpose of this study is to examine the involvement of part-time faculty in the shared governance process in CCCs in order to make recommendations as to what incentives and motivations encourage participation and what institutional barriers exist causing a decrease in the involvement of part-time faculty in the CCC system. A convenience purposeful sample was taken targeting faculty members who have served in an elected position of shared governance (Academic Senate) in one of the 112 CCCs. A survey was developed and employed where each question was followed with a selection of answers and an open-ended question.
The study concludes that: (a) part-time faculty who serve in an elected position of shared governance come from an array of disciples and scheduled to teach courses during all times, face-to-face and online, (b) part-time faculty members frequently offered the opportunity to participate in the shared governance process, (c) not all elected positions of shared governance for part-time faculty include compensation, (d) "Goal internalization" presented the greatest motivation to serve, and (e) not having the benefit of tenure was part-time faculty's greatest barrier in serving in the shared governance process.
|Commitee:||Madjidi, Farzin, Schmieder-Ramirez, June|
|School Location:||United States -- California|
|Source:||DAI-A 74/03(E), Dissertation Abstracts International|
|Subjects:||Community college education, Educational leadership, Political science|
|Keywords:||Academic Senate, Community college, Governance, Motivation, Part-time faculty, Shared governance|
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