Award Date

1-1-1995

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Administration and Higher Education

Number of Pages

100

Abstract

Two hundred forty-seven community colleges in ten states were studied through survey analysis to determine the nature of faculty evaluation procedures employed in those schools. Further, data on external factors affecting evaluations, such as the existence of collective bargaining agreements, missions of the institutions, and school enrollment were collected and analyzed; The survey found that teaching was the major focus of evaluation procedures, and that student evaluations were by far the most popular means of assessing faculty performance. Faculty's service to the college was next in importance to administrators, with other areas, such as community service or participation in professional organizations, lagging far behind. No trends could be found to indicate that school enrollment or the presence of a collective bargaining agreement had a significant impact on the manner in which faculty was assessed. Institutional goals were not always reflected in the focus of faculty evaluations, particularly when the college viewed partnerships with local business or industry as being important.

Keywords

College; Community; Evaluation; Factors; Faculty; Faculty Performance; Performance; Procedures; Faculty Performance

Controlled Subject

Community colleges; School management and organization

File Format

pdf

File Size

2396.16 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/44vd-qodn


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