Date of Award
Doctor of Education (Ded)
Professional Studies in Education
Mary R. Jalongo, Ph.D.
George R. Bieger, Ph.D.
Kelli Jo Kerry-Moran, Ph.D.
The purpose of this study explores the motivations of community college faculty, adjuncts, and administrators who seek and obtain doctoral degrees. There were three categories of volunteers, all employed by a community college. These were volunteers who had recently completed a doctoral degree in the last five years, were currently enrolled in a doctoral program, or were seriously considering enrolling in a doctoral program in the near future. The research questions for this study sought to determine the demographic characteristics, including educational background, of participants; the self-reported motivations of the participants to complete a doctoral degree; and, the perceptions of participants regarding doctoral degree attainment and its relationship to students and community college success. A review of the literature indicated that a paucity of information exists in the literature about community colleges in general and, specifically about doctoral aspirations of faculty and administrators. Weiner’s Attribution Theory was used as a theoretical framework for this study and provided an authentic structure for evaluation of the responses to the research questions. Seventeen community college faculty, adjuncts, and administrators were interviewed through a structured interview process. Emerging themes were identified within responses to guided questions and across questions. Overall results indicated multiple motivators toward degree completion, including personal satisfaction in completion of a doctorate, opportunities for career advancement, and helping students succeed in the community college environment.
Waters, Tomi, "Motivation of Community College Faculty and Administrators to Pursue the Doctorate: A Qualitative Interview Study" (2015). Theses and Dissertations. 1317.