Dual identities: Texas dual credit faculty communication satisfaction regarding their dual credit courses

Pereda, Melinda Annette

Item

Dual identities: Texas dual credit faculty communication satisfaction regarding their dual credit courses

Pereda, Melinda Annette

Date

2025-07-07

Abstract

Dual credit (DC) courses allow students who are in high school to take college courses and concurrently receive credit for both institutions (Barnett & Stamm, 2010; Duncheon & Relles, 2020). There has been a drastic increase in DC student enrollment in recent years, though there is a gap in current research that focuses on faculty members who teach DC. Little research focuses on communication that DC faculty receive from the two institutions in which their DC students are enrolled. The proposed study will explore the question: How does Texas dual credit faculty members’ communication satisfaction regarding their dual credit courses vary? Specifically, the following components of communication satisfaction were explored: How satisfied are DC faculty members with communication climate? How satisfied are DC faulty with organizational integration? How satisfied are DC faculty members with media quality? How satisfied are DC faculty members with general organizational perspective? Eight DC faculty members at one community college district were interviewed in this qualitative collective case study with two rounds of interviews for each participant to better understand their communication satisfaction regarding their DC courses. Weick’s (1969) sensemaking theory and Downs Hazen’s (1977) concept of communication satisfaction was used as the theoretical framework. The study will help fill gaps in literature and help assess DC programs to better serve both faculty and students.