Doctor of Education (EdD)
Educational Administration and Higher Education
Number of Pages
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.
College; Community; Evaluation; Factors; Faculty; Faculty Performance; Performance; Procedures; Faculty Performance
Community colleges; School management and organization
University of Nevada, Las Vegas
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McGee, Richard Lee, "Factors in faculty evaluation procedures in community colleges" (1995). UNLV Retrospective Theses & Dissertations. 2998.