ERIC ED469060: Information Technology Faculty in the Community College: Perspectives on Change at the Speed of Light.

259 Pages·2.2 MB·English

by  ERIC

DOCUMENT RESUME
ED 469 060
JC 020 649
AUTHOR
Tabers, Katherine E.
Information Technology Faculty in the Community College:
TITLE
Perspectives on Change at the Speed of Light.
PUB DATE
2001-01-00
NOTE
256p.; Ph.D. Dissertation, Loyola University, Illinois.
PUB TYPE
Dissertations/Theses
Doctoral Dissertations (041)
Tests /Questionnaires (160)
EDRS PRICE
EDRS Price MF01/PC11 Plus Postage.
DESCRIPTORS
Adjunct Faculty; *College Curriculum; *College Faculty;
College Instruction; *Community Colleges; Computers;
Department Heads; *Information Technology; Technological
Literacy; *Technology; *Technology Education; Two Year
Colleges
ABSTRACT
This paper explores the experiences of information technology
(IT) faculty members at community colleges in the Midwest. The primary tool
utilized for data collection was an in-depth interview. Personal interviews
were conducted with 18 full-time information technology faculty at seven
public community colleges. Based on recurring themes, six common areas of
concern emerged through the interviews: the "false dichotomy" between
vocational and liberal arts education; technology; time and workload
pressures; faculty shortages; teaching materials; and quality of students.
This study details an additional area, that of department chair
responsibilities, not previously rated in the literature as one of the top
concerns. This study found that IT faculty did not perceive the machinery of
technology as a source of stress, but rather the continual change inherent
within the IT curriculum. In addition to the interviews, the researcher
reviewed the institution's college catalog, faculty handbook, and bargaining
unit contract. The author also developed a field research log, which was
maintained as an ongoing register of research activities and as a depository
for reflections, observations, and details. Research instruments appended.
(Contains 140 references.)
(NB)
Reproductions supplied by EDRS are the best that can be made
from the original document.
LOYOLA UNIVERSITY CHICAGO
INFORMATION TECHNOLOGY FACULTY
IN THE COMMUNITY COLLEGE:
PERSPECTIVES ON CHANGE AT THE SPEED OF LIGHT
A DISSERTATION SUBMITTED TO
THE FACULTY OF THE GRADUATE SCHOOL
IN CANDIDACY FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY
PROGRAM IN
LEADERSHIP, FOUNDATIONS AND
U.S. DEPARTMENT OF EDUCATION
COUNSELING PSYCHOLOGY
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
41 This document has been reproduced
as
received from the person or organization
originating it.
Minor changes have been made
BY
to
improve reproduction quality.
Points of view or opinions stated
in this
document do not necessarily
represent
KATHERINE E. TABERS
official OERI position or policy.
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
CHICAGO, ILLINOIS
BEEN GRANTED BY
JANUARY, 2002
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
1
LE
BEST COPY AVAILAffl
f)
Copyright by Katherine E. Tabers, 2002
All rights reserved
3
C
TABLE OF CONTENTS
LIST OF FIGURES
vi
ABSTRACT
..vii
CHAPTER I
..1
Information Technology Education
16
IT Faculty: An Under-Studied Group
22
Purpose of the Study and Research Questions
25
Significance of the Study
26
Overview of the Study
28
Organization of the Study
29
CHAPTER II REVIEW OF THE LITERATURE
.30
The Junior and Community College: A Brief History
31
Community College Faculty Issues
40
Faculty Shortage Issues
41
False Dichotomy
47
Time Pressures
49
Workload Pressures
50
Teaching Materials
53
Quality of Students
54
Technology
55
Professional/Occupational Education
59
Characteristics of Professional/Occupational Fields
60
Characteristics of Professional/Occupational Curricula
65
Summary
74
PAGE 03E1
4
C
.76
CHAPTER III METHODOLOGY
76
Rationale for the Research Method
78
Phenomenological Inquiry
79
Research Design
79
In-Depth Interviews
80
Sampling Strategy
Data Collection Procedures
81
84
Data Analysis
Trustworthiness and Ethical Considerations
86
89
Limitations of the Study
CHAPTER IV INFORMATION TECHNOLOGY FACULTY STORIES
92
The People, The Experiences, The Professionalism
92
Introduction
93
The Interviewees
101
Pathways to the Community College
The Faculty Experience: Rewards, Changes, Frustrations
108
109
Teaching Yields "Psychic Income"
I Don't Care for the Committees"
114
"I Enjoy the Teaching Part.
.
.
.
120
Unique Aspects of Teaching in a Career Program
134
Professional Identity
134
Fulfilling the Mission of the College
IT Professional Faculty, First; IT Professional Practitioner, Second
136
Acting as Facilitators
138
140
Summary
[
CHAPTER V ISSUES AND CONCERNS
Navigating the Technology Wonderland
142
Introduction
142
Changing Technology
144
Additional Time and Workload Pressures
151
Leadership by Default
155
162
Who Will Teach?
Teaching Materials
167
Quality of Students
169
False Dichotomy Between Career and Liberal Arts Programs
174
176
Summary
Coping Strategies, Provisions, and Recommendations
179
Introduction
178
Coping Strategies and Resources
179
Institutional Support
187
Faculty Recommendations
190
203
Summary
CHAPTER VI SUMMARY, CONCLUSIONS, RECOMMENDATIONS
Perspectives on Light-speed Changes
in the Technology Wonderland
205
.205
Summary of Study
213
Conclusions
222
Recommendations for Institutions and the Industry
229
Recommendations for Future Research
233
Conclusion
APPENDICES
..234
234
Appendix A Sample Institutional Letter
Appendix B Telephone Protocol
236
Appendix C Informed Consent
238
Appendix D Interview Protocol
240
REFERENCES
..244
VITA
.257
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[
LIST OF FIGURES
Page
Figure
Use of Computer Systems in the Operation
1
of American Industry
5
ABSTRACT
It is difficult to think of very many aspects of life today that are not affected by
computer technology. We take for granted such things as water in our homes for bathing
and drinking and electricity for heat and light without thinking about how these systems
are controlled by computers. The workplace is another key arena inundated by computer
technology. The latter half of the decade of the 1990s saw the proliferation of the World
Wide Web with its international connections, instant access to information on myriad
topics, email, and increasingly e-commerce, the process of managing clients and doing
business on the Web (Hofstetter, 1998).
An important implication of all this growth in the information technology industry
and its permeation into American society is the heightened need for highly qualified and
technically competent workers. The information technology industry has come to depend
on higher education, especially the community college system and its faculty, for "just-
in-time" instruction and professional development for information technology
professionals (Freeman & Aspray, 1999).
This study explored the experiences of information technology faculty at
community colleges in the Midwest. The primary tool utilized for data collection was an
in-depth interview. Personal interviews were conducted with 18 full-time information
technology faculty at seven public, community colleges.
The voices of information technology faculty presented in this study illustrate,
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through the rich descriptions of their experiences, how they operate within a common
role as faculty within a technologically-driven environment that is often quite different
than their faculty peers. The vast majority of participants reported that they find their
full-time faculty positions very rewarding, constantly changing, sometimes frustrating,
but never boring. The IT faculty interviewed exude a sense of professional identity that
reflects their belief that they play a major role in fulfilling the comprehensive mission of
a community college.
Based on recurring themes, six common areas of concern emerged through the
interviews. Congruent with the findings of Grubb (1999), Stark (1998), and Cohen and
Brawer (1996) technology, time and workload pressures, faculty shortages, teaching
materials, and academic quality of students were found to be common concerns of all
college faculty. However, this study details an additional phenomenon, department chair
responsibilities, not heretofore rated as one of the top concerns. Another different
perception occurred in the area of technology. Information technology faculty did not
perceive the machinery of technology as the source of stress, but rather the continual,
revolutionary nature of a curricular area that, literally, changes every day. For instance,
the phrase 24/7 has replaced the idea of a traditional faculty workload with the
expectation that IT faculty know and understand what is new, why it is new, and how it is
new at a moment's notice. Although information technology faculty use many resources
to help them address their concerns, the major focus is on reading and self-teaching. In
addition, although institutions provide professional development monies, these funds are
often inadequate for costly industry classes. Based on the perceptions of the faculty in
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this study, more research is needed to ensure that information technology faculty in
community colleges can continue to empower a diverse student body to use the
microcosm of information technology to unlock the macrocosm of a technological world.
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