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Tabers, Katherine E. Information Technology Faculty in the Community College: Perspectives on Change at the Speed of Light. 2001-01-00 256p.; Ph.D. Dissertation, Loyola University, Illinois. Dissertations/Theses Doctoral Dissertations (041) Tests /Questionnaires (160) EDRS Price MF01/PC11 Plus Postage. 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)

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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

COUNSELING PSYCHOLOGY

BY KATHERINE E. TABERS

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC) 41 Trehcisedivoecdufmroemntthheaspbeerseonnroerproordguacneizdataiosn

originating it.

Minor changes have been made to improve reproduction quality.

Points of view or document do not

onpeicneiosnssarsiltyatreedprienstehnist

official OERI position or policy.

CHICAGO, ILLINOIS JANUARY, 2002

BEST COPY AVAILAffl LE

f)

PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)

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Copyright by Katherine E. Tabers, 2002 All rights reserved

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TABLE OF CONTENTS

LIST OF FIGURES

ABSTRACT

CHAPTER I

Information Technology Education IT Faculty: An Under-Studied Group Purpose of the Study and Research Questions Significance of the Study Overview of the Study Organization of the Study

CHAPTER II REVIEW OF THE LITERATURE

The Junior and Community College: A Brief History Community College Faculty Issues

Faculty Shortage Issues False Dichotomy Time Pressures Workload Pressures Teaching Materials Quality of Students Technology Professional/Occupational Education Characteristics of Professional/Occupational Fields Characteristics of Professional/Occupational Curricula Summary

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vi

..vii

..1 16 22 25 26 28 29

.30

31

40 41 47 49 50

53 54 55 59 60 65 74

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CHAPTER III METHODOLOGY

.76

Rationale for the Research Method

76

Phenomenological Inquiry

78

Research Design

79

In-Depth Interviews

79

Sampling Strategy

80

Data Collection Procedures

81

Data Analysis

84

Trustworthiness and Ethical Considerations

86

Limitations of the Study

89

CHAPTER IV INFORMATION TECHNOLOGY FACULTY STORIES

The People, The Experiences, The Professionalism

92

Introduction

92

The Interviewees

93

Pathways to the Community College

101

The Faculty Experience: Rewards, Changes, Frustrations

108

Teaching Yields "Psychic Income"

109

"I Enjoy the Teaching Part. . . . I Don't Care for the Committees"

114

Unique Aspects of Teaching in a Career Program

120

Professional Identity

134

Fulfilling the Mission of the College

134

IT Professional Faculty, First; IT Professional Practitioner, Second

136

Acting as Facilitators

138

Summary

140

[

CHAPTER V ISSUES AND CONCERNS Navigating the Technology Wonderland

Introduction Changing Technology Additional Time and Workload Pressures Leadership by Default Who Will Teach? Teaching Materials Quality of Students False Dichotomy Between Career and Liberal Arts Programs Summary Coping Strategies, Provisions, and Recommendations Introduction Coping Strategies and Resources Institutional Support Faculty Recommendations Summary

CHAPTER VI SUMMARY, CONCLUSIONS, RECOMMENDATIONS Perspectives on Light-speed Changes in the Technology Wonderland

Summary of Study Conclusions Recommendations for Institutions and the Industry Recommendations for Future Research Conclusion

APPENDICES

Appendix A Sample Institutional Letter Appendix B Telephone Protocol Appendix C Informed Consent Appendix D Interview Protocol

REFERENCES

142

142 144 151 155 162 167 169 174 176 179 178 179 187 190 203

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.205 213 222 229 233

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234 236 238 240

..244

VITA

.257

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LIST OF FIGURES

Figure 1 Use of Computer Systems in the Operation of American Industry

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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 "justin-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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