| The problem examined in this research study was the question of effectiveness in the governing processes used within a very large urban community college. The study was warranted based on a number of assertions that higher education institutions, including community colleges, had not fulfilled their educational obligations to both internal and external constituencies, and that the governance processes of those institutions could contribute more to improved student learning outcomes and more effective fiscal management. Research study participants were full-time teaching faculty who were members of the college's faculty senate. A qualitative descriptive case study methodology was used to address the research problem and answer the research question: What are faculty perceptions of community college participatory governance? Organizational behavior, culture, and governance theories provided a conceptual foundation for the study. Research data were collected from personal interviews, documents, and artifacts to provide a triangulation of data during analysis and to reinforce study credibility, dependability, and transferability. Several similar research studies were reviewed that examined academic institutional governance; however, no studies were located in which empirically-derived data and findings evolved from an examination of faculty perceptions of community college participatory governance. The analyses of data led to development of themes and an interpretation of findings on confidence and trust in institutional leadership and the administration, internal information systems and the presentation of online learning programs, the strategic direction of the college, faculty member compensation, and academic effectiveness. Many aspects of institutional leadership and management were noted that affected academic governance and were worthy of further exploration. Areas of particular value included a review of participatory governance from the perspectives of senior executives and, or, administrators, and an examination of committee member and career employee contributions to the administrative and operational management of colleges and universities. Study findings indicated that existing cultural and governing structures inhibited organizational flexibility and contributed to the college's inability to update procedures. Additional findings supported the contention that solutions to challenges faced in academic governance depended on the willingness of senior leaders, administrators, and faculty to work together for the collective benefit of their respective institutions. |
