A Case Study Reflecting Faculty Perceptions on the Implementation of the Learning College

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dc.contributor.advisor Don C. Locke, Committee Chair en_US
dc.contributor.advisor John S. Levin, Committee Member en_US
dc.contributor.advisor Edwin R. Gerler, Committee Member en_US
dc.contributor.advisor Alton J. Banks, Committee Member en_US
dc.contributor.author Wiltshire, Deborah Sain en_US
dc.date.accessioned 2010-04-02T19:15:20Z
dc.date.available 2010-04-02T19:15:20Z
dc.date.issued 2006-04-27 en_US
dc.identifier.other etd-04132006-170620 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/5528
dc.description.abstract This study examined the implementation process of the Learning College concept in a small rural community college through its first nine years. Faculty members at Isothermal Community College completed questionnaires (n=49) and participated in interviews (n=12) designed to measure perceived support for the Learning College concept including both its implementation and its future. The question for the future of the Learning College at Isothermal Community College was whether or not it would become the next academic management fad. Respondents, in aggregate, perceived high levels of support for the Learning College concept, the use of the Learning College concept strategies in the classroom, and that the Learning College concept would not become the next academic management fad. Perceptions did not vary much regarding the amount of teaching experience, but provided some variance with years of employment at Isothermal Community College. Faculty responses provided similar perceptions between faculty with fewer years of employment at the community college and less teaching experience and faculty with more years of employment at the community college and more teaching experience. Faculty with more years of employment at the community college reported higher levels of overall support for the Learning College concept. Faculty with less employment and less teaching experience were less supportive for the Learning College concept. This lesser support reflected that some areas of implementation could be strengthened for incoming faculty. Study findings were reviewed and interpreted in the context of Birnbaum's Life Cycle of Academic Management Fads, years of employment at the community college, and years of teaching experience. Recommendations related to enhancing organizational support for the Learning College concept were presented in conclusion. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject implementation en_US
dc.subject learning college en_US
dc.subject higher education en_US
dc.subject faculty perceptions en_US
dc.subject change en_US
dc.title A Case Study Reflecting Faculty Perceptions on the Implementation of the Learning College en_US
dc.degree.name EdD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Adult and Community College Education en_US


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