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• W333870719 abstract "Since almost all of the investigations exploring the problems of part and full-time teachers in two year community colleges are based on informal observations, the present study was designed to empirically analyze and systematically investigate communication in several community colleges. Results revealed that even though part-time instructors did not express significantly more overall information uncertainty than full-time instructors, part-time teachers needed more human messages such as how they were being evaluated and chances for advancement. Conversely, full-time faculty members needed more information regarding decision-making in the college, policies, and organizational activities. Part-time instructors did not receive much information from the grapevine and wanted much more face-to-face communication with other faculty members as well as more contact with their immediate supervisor. Full-time faculty felt they received too much information from the grapevine and wanted much more written communication (e.g., handbooks, newsletters, memos). Overall, part-time teachers w °re much less satisfied with the rewards they received from working at the college, their relationships with co-workers, their working conditions, and supervision they received. The study concluded with suggestions to improve communication with part-time instuctors. AN ANALYSIS OF THE COMMUNICATION SYSTEMS OF PART AND FULLTIME INSTRUCTORS IN COMMUNITY COLLEGES Introduction The two year community college is a distinctive American contribution to higher education. Although the two year college is primarily a twentieth century creation, the foundation for this educational institution was established in the later half of the nineteenth century when they were first contemplated as a way to alleviate overcrowding in the universities (Bogue, 1950). Over the years, however, two year colleges have evolved into organizations which are more committed to serving students and the community rather than relieving the load of university enrollment. The philosophy of the junior college is to offer a comprehensive curriculum, provide an open door policy which allows a wide diversity of students to enter, and offer community services (Monroe, 1972). In an effort to establish a comprehensive curriculum for its students, two year colleges provide five major programs which exemplify the true functions of community colleges. These programs are: (1) the traditional transfer program which prepares students to pursue additional education at a four year college or university, (2) the general education program which gives students a wellrounded education considered complete in two years, (3) the vocational program which prepares students for specific jobs and skills, (4) the developmental program which takes students with a poor academic foundation and seeks to develop these skills, and (5) the community service program which offers credit and noncredit courses, workshops, seminars, and continuing educational classes. (Monroe, 1972). These programs attract a variety of students and are responsible in part for the tremendous growth which community colleges have experienced. Two year colleges have grown from a total of 8 in 1900 to 1,231 in 1980 (American Association of Community and Junior Colleges, 1982), and the diversification of programs enables the colleges to reach many students who hold fulltime jobs. Since the community 4" @default.
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• W333870719 date "1986-05-01" @default.
• W333870719 modified "2023-09-26" @default.
• W333870719 title "An Analysis of the Communication Systems of Part and Full-Time Instructors in Community Colleges." @default.
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