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Title Understanding the Illinois community college faculty attitude of change: commitment, involvement, and readiness
Publication Date
Date Accessioned
Degree EdD
Discipline/Department 0209
Degree Level dissertation
University/Publisher University of Illinois – Urbana-Champaign
Abstract Changes affecting community colleges are becoming more difficult because of fewer available resources and because the pace of change is accelerating in the external environment. These realities mean that community colleges are now at a crossroads where managing the change process has become more important, more complicated, and involving. Faculty is perhaps the most pivotal employee group in guaranteeing that the change process proceeds smoothly. The purpose of this study was to identify attitudes of community college faculty toward readiness to change through insight into whether their levels of organizational commitment and job involvement function as predictors of their readiness to change. A survey research method was used and produced responses from 729 full-time Illinois community college faculty. Results indicate no significant correlation between overall commitment and readiness to change. Affective and continuance commitment levels showed positive correlations, while normative commitment levels were negatively correlated. In short, overall commitment was of lesser value in predicting faculty readiness to change than were the discrete commitment categories. The positive connection between job involvement and readiness to change was a strong indicator that the more involved faculty were in their work, the more likely they were to be open to change. Two control variables, gender and tenure, also emerged as important predictors of readiness to change. Of particular interest is the relationship between gender and readiness to change. These data indicated that female faculty tend to have a higher degree of readiness to change than male faculty. Tenure also showed a moderate yet negative relationship to readiness to change. Additional findings indicated that as both affective commitment levels and normative commitment levels increased, readiness to change increased, and as job involvement increases, readiness to change also increased. Job involvement also showed a positive yet moderate correlation to overall commitment. This study contributes to the literature on community college change and policy by increasing awareness about the attitudes toward change that are held by full-time faculty.
Subjects/Keywords Faculty; Community colleges; Change Readiness; Change; Faculty Attitude; Commitment
Contributors Li, Jessica (advisor); Li, Jessica (Committee Chair); Span, Christopher M. (Committee Chair); Kuchinke, Peter (committee member); Hackmann, Donald G. (committee member); Cheema, Jehanzeb (committee member)
Language en
Rights Copyright 2014 Kenneth Trzaska
Country of Publication us
Record ID handle:2142/72762
Repository uiuc
Date Indexed 2018-11-19
Grantor University of Illinois at Urbana-Champaign
Issued Date 2015-01-21 00:00:00

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…Between Readiness and its Primary Predictors .......................................................................................... 179 Appendix G P-P Plot of Regression Standardized Residual for Y .......................... 184 Appendix H Distribution…

…employees in organizational change success, demonstrating that it is more likely where employees endorse the change process. The determinants of employee readiness to change also have been charted. One important determinant is work motivation, a construct…

…faculty. As also suggested by the non- 3 academic change literature, the particular correlational focus of this research project will be on how organizational commitment and job involvement influence community college faculty readiness to change. Again…

…factoring into how employee’s perceive change and influence their attitude towards change. A couple of examples include Shah and Shah’s (2010) study on employees’ readiness for change. They identified that readiness to change is influenced by…

…employees’ beliefs of self-efficacy, appropriateness, management support, and personal valence (Shah and Shah, 2010). In an earlier study, Miller et al. (2006) focused on employees’ readiness for change by examining three workplace…

…factors – management/leader relationships, job knowledge and skills, and job demands – and found a significant influence on employees’ readiness for change. Conceptual Framework Many factors can contribute to the measure of successful organizational…

…faculty readiness to change. Other common antecedents to change include organizational identification, mutual respect and trust, and leadership behaviors. 4 The conceptual framework guiding this study posits that organizational commitment, as comprised…

…of continuance, affective, and normative dimensions, and job involvement which all function as distinctive antecedents of readiness to change, are important factors to understanding faculty members’ readiness to change. The conceptual framework (…