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

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.