Meeting the Needs of New Faculty at Rural Community Colleges

Murray, John P.

doi:10.1080/10668920590901167

Cited by 16 publications

(14 citation statements)

References 11 publications

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“…Moreover, the literature suggests that new faculty members are much more likely to be successfully socialized into the profession when they have realistic expectations of what it will entail (Feldman, 1981;Gaff and Lambert, 1996). This also seems to be the case at rural community colleges (Murray, 2005;Murray and Cunningham, 2004).…”

Section: Retaining Facultymentioning

confidence: 87%

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: 87%

Recruiting and retaining rural community college faculty

Murray¹

2007

New Drctns Community Coll

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“…Yet, along with those frustrations, their academic identities were shaped and inspired by students, reinforcing that there are positive aspects to working in a rural setting. Larger studies mirrored these findings (Murray 2005;Wilson 2000) and reinforced a dichotomy of faculty in rural areas of either lifers or leavers. Yet, the differences were not as clearly delineated as the findings would suggest.…”

Section: Review Of the Literaturementioning

confidence: 53%

Faculty in the Hinterlands: Cultural Anticipation and Cultural Reality

Eddy

Hart

2011

High Educ

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Using qualitative inquiry, this paper employs a cultural lens to explore the work life experiences of faculty who work in smaller higher education administration programs in institutions that are not high-level research universities. The research focus included understanding how participants made sense of the institutions in which they worked and the consequences of that for their lives. Implications for the field of higher education administration, faculty work, and graduate socialization are examined. Ultimately, this research suggests that a single model of faculty work life identity drawn using a research institutional prototype does little to support all faculty members, many of whom work in markedly different institutions.

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“…Vander-Staay (2005) suggested a number of reasons that individuals might prefer a faculty position at a rural community college, including the lifestyle and shorter commutes to work. Other authors, however, have stressed that the lack of cultural, social, shopping, and recreational amenities in rural areas creates a disadvantage in recruiting new faculty (Leist, 2005;Murray, 2005;Wolfe and Strange, 2003). The environment of the college is another consideration in recruiting faculty to rural community colleges.…”

Section: The Rural Environmentmentioning

confidence: 94%

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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Meeting the Needs of New Faculty at Rural Community Colleges

Cited by 16 publications

References 11 publications

Recruiting and retaining rural community college faculty

Recruiting and retaining rural community college faculty

Faculty in the Hinterlands: Cultural Anticipation and Cultural Reality

Faculty issues in rural community colleges

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