Full-time community college faculty with doctorates

The purpose of this study was to portray full-time community college faculty with doctorates and to identify differences and/or similarities between two-and four-year full-time faculty with doctoral degrees. The author also hoped to explore why community college faculty with doctorates decided either to enter or remain in the community college sector of higher education.;This study used a mixed design to answer the research questions. The National Study of Postsecondary Faculty (NSOPF-93) database was used to answer the first two questions. Chi-square analysis identified statistical differences between the two- and four-year faculty. Interviews with 21 faculty in three community colleges in the mid-Atlantic region of the United States were used to answer the third question.;Findings indicate that the two- and four-year full-time faculty with doctorates are similar. The pattern of differences between the two groups revolves around the community college faculty commitment to and engagement in teaching and the four-year faculty commitment to and engagement in research.;Thematic analyses revealed personal and professional motivators for selecting and staying in the community college. Personal motivators included feelings of self-satisfaction and intrinsic reward in addition to fit with personal and family needs. Professional motivators included enjoyment of teaching along with the existing challenges of teaching in the community college