Academic Life at the Franchise: Faculty Culture in a Rural Two-Year Branch Campus

Wolfe, John R.; Strange, Carney

doi:10.1353/rhe.2003.0006

Cited by 27 publications

(37 citation statements)

References 6 publications

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“…Study after study has found that the majority of community college faculty members find teaching to be a satisfying career; overwhelmingly, faculty report that their greatest satisfaction comes from teaching. Ironically, they also often tell researchers that it is the teaching of the unprepared or underachieving student that is most satisfying (Wolfe and Strange, 2003).…”

Section: Retaining Facultymentioning

confidence: 99%

Recruiting and retaining rural community college faculty

Murray¹

2007

New Drctns Community Coll

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Much is being written about a potential shortage of quali Recruiting and Retaining Rural Community College Faculty John P. MurrayMany educators believe that because of unprecedented faculty attrition (Berry, Hammons, and Denny, 2001), rural community colleges will have difficulty recruiting and retaining qualified faculty (Leist, 2005). Nonetheless, there is a paucity of literature that specifically addresses faculty job satisfaction at community colleges, much less at rural community colleges. This chapter begins by describing the challenges presented by rural settings to those who might wish to teach at a rural community college and offers suggestions for recruiting and retaining faculty in a rural setting. Challenges of the Rural EnvironmentFaculty members face a number of challenges when they accept a position at a rural community college. Prospective community college faculty members need to understand that individuals living in rural areas suffer from a number of social and economic ills. Rural areas often have high levels of illiteracy, low levels of educational attainment, high unemployment, and extreme poverty. Although not all rural communities are impoverished, many are. "Of the almost four hundred counties with poverty rates of 20 percent or greater in every decade since 1959, 95 percent are rural" (Mosley and Miller, 2004, p. 2).The poverty of rural areas is exacerbated by the loss of industry and the consequent loss of employment opportunities. America's traditional rural 57 6

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Section: Retaining Facultymentioning

confidence: 99%

Recruiting and retaining rural community college faculty

Murray¹

2007

New Drctns Community Coll

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“…In particular, he found that women faculty teaching secretarial courses had lower status than men teaching business courses. More recently, Wolfe and Strange (2003) noted in their study of a small, rural two-year college branch campus of a university, "Success as a faculty member at Park is a function of differences in a distinctive hierarchy of disciplines, faculty preparation, and credentials, and employment status" (p. 355). Faculty in the humanities and with a terminal degree were the most likely to attain tenure, and most full-time faculty had higher status than part-time faculty, except in particular fields such as business and the technologies.…”

Section: Teaching Areamentioning

confidence: 99%

“…But other than these few activities, the culture and role expectations of community colleges may discourage faculty from engaging in traditional research. A study of faculty culture at a two-year branch campus of a university (Wolfe and Strange, 2003) stressed that working in a community college could be detrimental to conducting the level of research needed for "a progressive academic career ladder," the move "up and out" to another institutional type like a university (p. 360).…”

Section: Research/scholarshipmentioning

confidence: 99%

2007

ASHE Higher Education Report

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Overview A Profile of Community College Faculty Full‐Time Faculty Part‐Time Faculty Conclusion Faculty Work in the Context of the Community College The Community College's Missions and Students Role Expectations for Full‐Time Faculty Members Role Expectations for Part‐Time Faculty In‐Service Training and Professional Development Job Satisfaction Conclusion Dimensions of the Community College Faculty Career Preparation to Become a Community College Faculty Member Entry Requirements The Search Process Career Stages Conclusion Institutional Factors Affecting Community College Faculty Work Life Background Collective Bargaining Faculty Involvement in Shared Governance Other Institutional Factors Extrainstitutional Factors Affecting Work Life: Legislative Actions Conclusion Looking to the Future: The Status of Community College Teaching as a Profession Characteristics of a Profession and Professionalization Is Community College Teaching a Profession? Possible Future Influences on Faculty Professionalization Conclusion A Fresh Look at Community College Faculty Challenges in Understanding Community College Faculty Conclusions Note References Name Index Subject Index About the Authors

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“…As indicated above, 57 percent of public community colleges are designated as rural. Using the measure of annual unduplicated head count enrollment, rural institutions served 36 percent of all community college enrollments in academic year 2003(Hardy, 2005. Maldanado (2006) found that 42 percent of the fulltime faculty employed by geographically designated community colleges held appointments at rural-serving institutions.…”

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confidence: 99%

Faculty issues in rural community colleges

Cejda

2010

New Drctns Community Coll

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Faculty Issues in Rural Community Colleges Brent D. CejdaThe 2005 Carnegie classifi cations of colleges offering the associate degree identifi ed 1,043 publicly controlled two-year colleges. Among these institutions, 594 (57 percent) are identifi ed as rural serving. Categorizing community colleges as rural, suburban, or urban serving was based on Primary Metropolitan Statistical Areas (PMSAs), Metropolitan Statistical Areas (MSAs), and population. Associate degree colleges designated as rural serving are located within PMSAs or MSAs with a population of fewer than 500,000 people (using the 2000 Census) or are not located within a PMSA or MSA.An important consideration in examining faculty issues facing rural community colleges is the number of full-time faculty employed by these institutions and the number of students they serve. As indicated above, 57 percent of public community colleges are designated as rural. Using the measure of annual unduplicated head count enrollment, rural institutions served 36 percent of all community college enrollments in academic year 2003(Hardy, 2005. Maldanado (2006) found that 42 percent of the fulltime faculty employed by geographically designated community colleges held appointments at rural-serving institutions. The number of rural community colleges, the percentage of the community college population they serve, and the proportion of full-time faculty they employ point to the importance of examining issues related to recruiting the next generation of faculty for this institutional type.

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Academic Life at the Franchise: Faculty Culture in a Rural Two-Year Branch Campus

Cited by 27 publications

References 6 publications

Recruiting and retaining rural community college faculty

Recruiting and retaining rural community college faculty

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Faculty issues in rural community colleges

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