ACADEMIC ROLE ENACTMENT AND THE PERCEPTION OF THE PRESTIGE AND ACCEPTANCE OF FACULTY MEMBERS IN NURSING IN SELECTED COMMUNITY COLLEGES IN ILLINOI

The study explored role enactment of community college faculty, particularly faculty in nursing, and the perception of prestige and acceptance within the academic community.;A questionnaire was designed and mailed to 340 randomly selected faculty in 13 Illinois community colleges that offer an associate degree nursing program accredited by the National League for Nursing. Two hundred and five (60.3%) faculty members, 25 in nursing and 180 in other disciplines, returned completed questionnaires. Descriptive analysis and cross-tabulations were done. Tests of statistical significance employed were Chi-square and the two sample Z test for difference in proportion.;Areas studied were teaching, service to college and community, student guidance, scholarly and professional activities, prestige, acceptance, and the mission and functions of the community college.;Reported role enactment of faculty in nursing and faculty in other disciplines was quite similar in service, student guidance, and most professional activities. Faculty in nursing were significantly less involved in research and publication, and carried a significantly lighter credit-hour load than did faculty in other disciplines, but spent a significantly greater number of hours teaching off campus.;Faculty in nursing and community college faculty in general were perceived as adequately fulfilling their role in service and student guidance, and as being involved in those scholarly and professional activities expected of community college faculty. However, faculty in other disciplines did not demonstrate a clear perception of the educational qualifications required of faculty in nursing and their responsibilities as college teachers.;The prestige of faculty in nursing was perceived as equal to or greater than that of community college faculty in general. Although faculty in nursing were perceived as feeling at ease in the academic environment and as integral contributing members of the academic community, they continue to be perceived as specialists in nursing rather than college faculty members. Faculty in nursing are perceived as not communicating well with colleagues in disciplines other than nursing.;Respondents agreed with the comprehensive mission and diverse functions of the community college.