Abstract
The purpose of this study was to explore the differences between selected California community colleges that had implemented a flexible calendar program and community colleges that had not implemented a flexible calendar program. Included were variables regarding the faculty development program, job satisfaction and faculty effectiveness. Comparable colleges were selected for this case study from 107 California community colleges who had implemented or not implemented a flexible calendar faculty development program. Data were collected by the use of a survey instrument and archival data. A survey instrument was used to obtain data regarding faculty perceptions of development activities, job satisfaction and demographic information at each community college. All full-time, tenure track faculty members who were employed at each college as of fall semester 1989 were surveyed. Faculty effectiveness as evaluated by student outcome measures was examined by archival records. Details of the faculty development programs were obtained by reviewing the Staff Development Master Plans for each college in the study. The survey data were analyzed using descriptive statistics. The data were then presented in narrative and tabular form. This study found that differences existed between the community college using the flexible calendar program and the community college not using the flexible calendar program. The faculty at the college using the flexible calendar program: (1) participated more frequently in development activities, (2) perceived that there was greater administrative support of development activities, (3) perceived that more development activities were available to them, and (4) experienced a higher degree of job satisfaction. Faculty effectiveness as measured by student outcomes was not reflected by the differences between these two colleges. Information from this study suggests that use of the flexible calendar program has positive implications toward the organization of faculty development programs in California community colleges. Recommendations include structuring development programs: (1) to address the individual needs of faculty in selection and participation in development activities, (2) to allow faculty adequate time to participate in development activities, and (3) to create meaningful reward systems geared to the motivation needs of the faculty.