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Faculty participation in the decisio...

Maloney, Maureen Murphy.

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Faculty participation in the decision making process: Its impact upon job satisfaction at Connecticut community colleges.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Faculty participation in the decision making process: Its impact upon job satisfaction at Connecticut community colleges./
作者:	Maloney, Maureen Murphy.
面頁冊數:	200 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4171.
Contained By:	Dissertation Abstracts International63-12A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3073289
ISBN:	0493931163

Faculty participation in the decision making process: Its impact upon job satisfaction at Connecticut community colleges.
Maloney, Maureen Murphy.

Faculty participation in the decision making process: Its impact upon job satisfaction at Connecticut community colleges. - 200 p.

Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4171.

Thesis (Ed.D.)--University of Bridgeport, 2003.

This study was concerned with the relationships between participation in the decision-making process and its effect upon job satisfaction of full-time faculty at Connecticut's twelve Community Colleges. Selected demographic variables were examined to explore the affect upon faculty job satisfaction and the desire to participate in shared governance. Founded in motivational and organizational theories, faculty participation in institutional decision-making and self-governance has been accepted as intrinsically good and as having positive effects on institutional functioning. The term shared governance has been in the lexicon of academic institutions since at least 1966, when the American Association of University Professors published its “Statement of Government of Colleges and Universities”. The term “shared governance” was meant to describe a social system of self-government wherein decision making responsibility was shared among those affected by those decisions.

ISBN: 0493931163Subjects--Topical Terms:

626645
Education, Administration.

Faculty participation in the decision making process: Its impact upon job satisfaction at Connecticut community colleges.
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245 1 0 $a Faculty participation in the decision making process: Its impact upon job satisfaction at Connecticut community colleges.
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500 $a Source: Dissertation Abstracts International, Volume: 63-12, Section: A, page: 4171.
502 $a Thesis (Ed.D.)--University of Bridgeport, 2003.
520 $a This study was concerned with the relationships between participation in the decision-making process and its effect upon job satisfaction of full-time faculty at Connecticut's twelve Community Colleges. Selected demographic variables were examined to explore the affect upon faculty job satisfaction and the desire to participate in shared governance. Founded in motivational and organizational theories, faculty participation in institutional decision-making and self-governance has been accepted as intrinsically good and as having positive effects on institutional functioning. The term shared governance has been in the lexicon of academic institutions since at least 1966, when the American Association of University Professors published its “Statement of Government of Colleges and Universities”. The term “shared governance” was meant to describe a social system of self-government wherein decision making responsibility was shared among those affected by those decisions.
520 $a Historically, since the 1950's and 1960's, when community colleges were being established by the hundreds of thousands throughout the country to meet the demands of changing business and educational needs of their communities, the model for governance was the hierarchal leadership model which was, and still is, the leadership role used within many educational and business organizations. Faculty members have been highly-educated and socialized to be independent professionals and “top-down” management appeared to cause a stressful work environment. The literature about higher education faculty suggested a relatively strong relationship between participation in the decision-making process and faculty job satisfaction, but there was little research available about Connecticut's Community College faculty's job satisfaction and their shared decision-making processes.
520 $a The past twenty years has seen many changes in our communities. Our schools, and other institutional organizations have experienced more diversity, higher rates of divorce, ever-evolving technological change, globalization, and new social attitudes. Today, a declining economic climate has added to the stress on faculty and administrators alike, but as in all human endeavors, responses to change have been slowed by both administrative and individual attitudes and organizational style. Several recent studies indicated that some college presidents and administrators have said that the extensive consultation required by shared governance interfered with their ability to do their jobs; it was taking too long to make decisions that needed to be responded to without delay.
520 $a The specific purpose of this study was to determine if community college faculty were dissatisfied with their job situation when opportunity for participation was less than desired. The study also attempted to determine if there were differences in participation status among faculty in each of the demographic categories surveyed: age, years of teaching experience, rank, salary, gender, degree held, tenure status, and the relationship between them and participation status and general job satisfaction. The Instruments used included the Job Descriptive Index/Job in General Scale (Revised, 1997), the Conway adaptation of the Alutto-Belasco Decisional Participation Scale and a Personal Data Sheet. The population of this research report included 751 full-time faculty members from the twelve community colleges located in the State of Connecticut. The sample consisted of 278 respondents. Anonymity of response was preserved for all individual respondents. There were forty-four tables and nine figures.
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