An International Review, doi: The definitive version is available at wileyonlinelibrary. It is commonly assumed that the most important source of opinion leadership stems from expert knowledge in their domain of influence. Rather, the relationship is moderated by a personality trait measuring stable dispositions for social influence, thus, highlighting two different roots of opinion leadership:
I thank Myles Arjuna for helping me to understand possibility. I thank Garrett R. Hall for his relentless vision of work that can truly affect change.
I thank Najmulshah and Radha Syed for collectively helping me see that my best can outweigh my worst. I thank Judith Angley for helping me to focus on the molehills I thank Dr.
Dale Campbell for his longstanding mentorship, but more spe cifically for his ability to see my core identity through all the evolving selves. Linda Eldridge for the nuanced guidance s he brought to the process of shepherding me through this journey of scholarship.
Cliff Haynes for showing me the way forward when I most needed it. Jean Crockett for reminding me of my authentic voice. Jill Perry for showing me how to understand the very human habits of head, hand and heart. Dale Campbell Co chair: Higher Education Administration This inqui ry explores the dynamics of community college faculty experiencing a critical change event.
The study is situated in faculty r espon se to environmental paradigm shifts, evolving organizational mission cont exts and changing roles and responsibilities that are a result of the transition of one traditional community college organizational structure to the baccalaureate degree granting state college model.
F aculty ways of making meaning through change effectiv ely reflect the state of the college in that the external pressures that define organizational change pathways always filter through the watershed of faculty perspective.
How this perspective is shaped can determine the defining boundaries for a framework for faculty meaning making that can describe the efforts of individual faculty negotiat ing the paradigm shift their college has experienced.
U nique faculty perspectives for framing change at this study institution provided an ideal setting for determinin g their responsiveness to within college change impacts, individually and as a collective group. Studying faculty as they navigated their college culture in transition revealed the essence of how individuals define and modify identity relative to the diss onance produced by external change PAGE 10 10 factors.
This framework for faculty meaning making through college change is a move toward clarification of the unique posit i on state college faculty occupy within the higher education landscape. The process of organizational change produces significant impacts on a variety of key stakeholders who are engaged and involved in a complex dynamic relative to the organizational culture, responsive to a variety of inputs and influences, faculty are uniquely positioned through their work with leadership, as well as their work with students on the path to educational attainment, to provide the benefit of diverse perspectives toward framing community college change effects.
The voices of newly contextualized CCB faculty provide a timely and relevant narrative about these types of change effects, specifically the impacts of these changes on t heir identity within the college and relative to their constituency McKinney and Morris, These change effects include the context in which faculty are being prepared for ongoing service professional developmentas well as expectations for the w ays in which their knowledge base will be developed and applied practitioner research and pedagogy.
PAGE 12 12 The intent of this study is to contribute a deeper understanding of the perceptions of community college faculty through the organizational change dynami cs they experience.
Given the increasing roles community college faculty play in preparing diverse students for various career paths and paths for ongoing educational attainment, it is important to understand the motivations, frustrations, and aspirations of this group that is responsible for so many complex educational missions within the emerging CCB framework.
Problem Statement As community colleges change their mission contexts toward the four year state college model, they provide an increasingly broader range of baccalaureate educational opportunities marked by more focused instruction and l ower faculty student ratios than those found in traditional baccalaureate granting institutions.
Investments in structured leadership and organizational development toward this entrepreneurial shift in perspective were made by existing college administra tors with a vision towards carving a new niche in postsecondary education.
Russell PAGE 13 13 regarded the resultant shift toward the community college baccalaureate from a holistic national perspective and with mixed reaction, stipulating the broad range of responses from states to the premise of offering baccalaureate degrees through the community college.
The divisiveness this issue has generated, polarizing community college traditionalists and the entrepreneurial minded leaders committed to meeting the f ederally mandated call for increased postsecondary graduation rates, has thrust a slow developing trend into the postsecondary education spotlight prompting states to align themselves with either camp.
Though a number of states have taken a furtive step to ward baccalaureate offerings in the teacher education and nursing disciplines, it is the State of Florida that has made the most headway in this regard, with eighteen institutions taking up the baccalaureate model through FCS Annual Report, Bragg suggests that the transition to the CCB model has an impact on trategies, both relative to pedagogical approaches and a shifting understanding of student characteristics within the state college baccalaureate model.
These individuals maintain strongly vested interests in their program areas and it is their roles as reflective, pedagogic and discipline focused spec ialists that need to be well defined relative to their practice.
Community college faculty are unique in their multiple roles as consumers of education, producers of knowledge and responders to industry specified needs within this postsecondary educational setting.
The transition to this e merging CCB framework has been a challenge for existing community college faculty, with the primary issue being one of faculty development relative to institutional accreditation require ments.
Glennon writes, i n order to meet accreditation standard s, changes are likely to be required in the make up of faculty. Although the Higher Learning Commission does not prescribe specific degree requirements for faculty, it expects institutions to follow good practices.
In general, this means that faculty membe rs who teach general education courses should hold a mast er's degree and have completed substantial graduate coursework in the discipline being taught.
Faculty teaching undergraduate courses should hold a master's degree in the discipline being taught. In evaluating a proposed program, peer reviewers, who are experts in the PAGE 15 15 subject area, assess the curriculum, faculty qualifications, implementation plan and other criteria, to determine whether they meet accreditation standards.
Glennon suggests that community colleges may have difficulty attracting and retaining qualified faculty, which also may contribute to misgivings about the quality of education. With or without incentives, it will be difficult to convince the "best and brightest" to participate in a "second rate" degree program if other opportunities are available.
As a result, it becomes necessary to examine the potential issues of faculty morale that may emerge due to inequities in pay and teaching load among lower and upper division faculty, as well as potential issues concerning the mission of the institution, such as disagreements over academic research versus applied and technical learning.
Specifically, this inquiry focuses on how faculty identity is impacted by cultural and structural shifts within the college; that is, evolving mission contexts and changing responsibilities that define the space occupied by faculty within the college. This study helps to define and structure the method by which faculty perspect ives are shaped, while also providing a vehicle for describing the meaning making efforts individual faculty engage in to negotiate the paradigm shift their college has undergone.
The research questions guiding this study are:Barriers to Effective Interpersonal Interaction Interpersonal interactions are happening between you two every day and it can very easy and helpful but there are some barriers that can come in between and make your interactions challenging.
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Specifically, the study at- tempted to document the effectivene~of a team approach over a month period of intensive treatment for two etiologically distinct groups of children (acquired injury, n = 7; congenital injury, n = 10).
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