The purpose of this qualitative research study was to investigate technical college faculty members' perceptions of the professional development. Most of the literature was focused on four-year higher educational institutions. For the purposes of this qualitative case study, the researcher addressed the limited amount in the literature about professional development in two-year technical colleges. The researcher investigated faculty perceptions concerning the usefulness of professional development in a two-year higher education institution through survey research design with 8 participants. The main themes were 1) technical college faculty desired professional development; 2) technical college faculty needed for follow up from the professional development; and 3) technical college faculty perceived that the professional development was to general to be useful for improving their instructional strategies.
","abstract_html":"<p>The purpose of this qualitative research study was to investigate technical college faculty members' perceptions of the professional development. Most of the literature was focused on four-year higher educational institutions. For the purposes of this qualitative case study, the researcher addressed the limited amount in the literature about professional development in two-year technical colleges. The researcher investigated faculty perceptions concerning the usefulness of professional development in a two-year higher education institution through survey research design with 8 participants. The main themes were 1) technical college faculty desired professional development; 2) technical college faculty needed for follow up from the professional development; and 3) technical college faculty perceived that the professional development was to general to be useful for improving their instructional strategies.</p>","abstract_has_math":false,"creators":["Hensley, Kermelle D"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling, Foundations & Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-12-01T08:00:00Z","date_published":"2018-12-01T08:00:00Z","updated_at":"2026-07-24T01:45:01Z","subjects":["Education","Technical Colleges","Professional Development","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/307","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Hensley, Kermelle D"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-11-05T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Foundations & Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Technical Colleges","Professional Development","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/307"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative research study was to investigate technical college faculty members' perceptions of the professional development. Most of the literature was focused on four-year higher educational institutions. For the purposes of this qualitative case study, the researcher addressed the limited amount in the literature about professional development in two-year technical colleges. The researcher investigated faculty perceptions concerning the usefulness of professional development in a two-year higher education institution through survey research design with 8 participants. The main themes were 1) technical college faculty desired professional development; 2) technical college faculty needed for follow up from the professional development; and 3) technical college faculty perceived that the professional development was to general to be useful for improving their instructional strategies.
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