New Rural Community College Faculty Members and Job Satisfaction

Murray, John P.; Cunningham, Sean

doi:10.1177/009155210403200202

Cited by 18 publications

(13 citation statements)

References 24 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: 98%

“…Community college leaders looking for new faculty might start by involving current faculty in the recruitment process. One study (Murray and Cunningham, 2004) found that many new faculty said they had been recruited by other faculty. A number of participants also mentioned that they had been adjuncts before becoming full-time.…”

Section: Suggestions For Recruiting and Retaining Facultymentioning

confidence: 99%

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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: 98%

Section: Suggestions For Recruiting and Retaining Facultymentioning

confidence: 99%

Recruiting and retaining rural community college faculty

Murray¹

2007

New Drctns Community Coll

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“…According to Jones-Kavalier and Flannigan (2008), community college leaders express concern "that there are not enough qualifi ed, passionate, and committed people who are willing to apply for full-time positions" (p. 122). Often college students and graduates are either unaware of (Evelyn, 2001;Fugate and Amey, 2000;Murray and Cunningham, 2004) or uninterested (Shoup and Keeler, 2009;Twombly and Townsend, 2008;Winter and Kjorlien, 2000) in a community college teaching career. In a survey of over four thousand doctoral students, Golde and Dore (2001) found that only 3.9 percent aspired to a community college teaching position; 16.6 percent, however, believed that such a career was their likely fate.…”

Section: Threat or Opportunitymentioning

confidence: 99%

“…When novice community college faculty are interviewed, they say that the most frequent causes of dissatisfaction stem from a failure to understand the diversity of the community college student body, the intense workload, and the emphasis that community colleges place on teaching and learning (Murray, 2005;Murray and Cunningham, 2004). Grubb points (1999) out:…”

Section: Threat or Opportunitymentioning

confidence: 99%

Preparing to hire the best in the perfect storm

Murray

2010

New Drctns Community Coll

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“…they [the full-time faculty] are the ones who are responsible for writing the curriculum and the requirements" (Twombly, 2005, p. 434). Murray and Cunningham (2004) found that new faculty members at rural community colleges identifi ed the number of classes included in their workload as a frustration or a disappointment. In addition to the course requirements, rural community college faculty are often expected to perform noninstructional duties (Glover, Simpson, and Waller, 2009) or assume instructional-related responsibilities in tutoring centers or managing science and technology labs without the support of a lab director (Eddy, 2007).…”

Section: The Rural Environmentmentioning

confidence: 99%

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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New Rural Community College Faculty Members and Job Satisfaction

Cited by 18 publications

References 24 publications

Recruiting and retaining rural community college faculty

Recruiting and retaining rural community college faculty

Preparing to hire the best in the perfect storm

Faculty issues in rural community colleges

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