Portland State University. School of Education
Mary K. Kinnick
Date of Award
Doctor of Education (Ed.D.) in Educational Leadership: Postsecondary Education
Educational Leadership and Policy
3, ix, 240 leaves: ill. 28 cm.
Community college teachers -- Attitudes, Education -- Aims and objectives, Community colleges -- Evaluation
This study sought to determine the importance community college instructional stakeholders--teachers, administrators, and support staff--ascribe to 23 student outcome goals and to examine the relationships between biographical variables and stakeholders' perceptions.
The study addressed the following research questions: (a) Which of the 23 student outcomes do instructional stakeholders as a whole perceive to be most important?; (b) Can these outcomes be factored into a set underlying constructs?; (c) Does the perceived importance of student outcomes vary in relationship to the type of student the stakeholder serves?; (d) Which outcomes do stakeholders serving different types of students value most highly?; (e) Does the perceived importance of student outcomes vary in relationship to: professional role, number of years worked in a community college, number of years worked at the community college surveyed, campus assignment, and gender?
Data were collected from 241 subjects employed by a large, urban community college. Subjects rated the importance of 23 student outcomes on a Likert-like scale. The Student Outcome Goals Inventory, a survey instrument developed by the researcher, was used to collect data. Data were analyzed using one or more of the following statistical tests where appropriate: ANOVA, t Test, Factor Analysis, and Discriminant Function Analysis. The major conclusions drawn from this study were: (a) Instructional stakeholders as a group perceived outcomes related to affective constructs, basic skills development, and goal setting to be most important; (b) six constructs represent the outcomes (Personal/Social, Transfer, Credentialing, Employment, Traditional College, and Developmental); (c) Type of student served has a significant relationship to the perceived importance of 12 of the 23 outcomes with most differences occurring between stakeholders serving lower division transfer students and those serving professional/technical students; (d) Few significant relationships exist between the remaining biographical variables and the 23 outcome variables; (e) The type of students stakeholders served can be predicted with 69% accuracy. The outcomes rated most highly by stakeholders are those that represent a foundation of skills that students are typically expected to gain in their secondary education.
Gerber, Linda Ann, "A Study of Community College Instructional Stakeholder Attitudes Toward Student Outcome Goals" (1994). Dissertations and Theses. Paper 1275.