The Delphi method was used to survey a group of 52 community college administrators to determine the existence of, and reasons for institutional bias against faculty candidates with online doctorates. The findings suggest that despite concerns about accreditation, face-to-face interaction, academic experience, mentoring, faculty preparation, and diploma mills, community college administrators do not view the online credential as a disadvantage to the candidate in a hiring situation. Although employer approval is typically higher for doctoral graduates of accredited, reputable universities, the administrators in this study indicated that the "total package" of a candidate's attributes (such as teaching experience, publications, presentations, and demonstrated evidence of professional activity and service) was more important than the source of the doctoral degree in their faculty hiring decisions. The findings imply that those seeking faculty positions with doctoral credentials earned online might stand a better chance of being hired by community colleges than by other types of higher education institutions. They also suggest that online universities could improve the credibility and acceptability of their online doctoral programs by paying more attention to accreditation, reputation, academic socialization, faculty preparation and mentoring.
|Advisor:||Bourque, Thomas G.|
|Commitee:||Ford, Thomas, Grant, Keith|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 68/11, Dissertation Abstracts International|
|Subjects:||Community college education, School administration, Educational technology, Higher education|
|Keywords:||Community college, Credibility, Distance, Doctoral graduates, Doctorate, Faculty, Faculty positions, Online, PhD|
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