Competency-Based Education In A Postsecondary Setting: An Analysis Of Leadership Perception

<p>Competency-based education (CBE) is an initiative that is popular across higher education but has been used with varying results. Much of the literature illustrates efficacy of certain CBE programs and leadership styles during implementation. However, existing research typically includes data from administrators, students, and faculty. This case study of a southern two-year college sought to determine perceptions of leadership during implementation of a large-scale initiative like CBE. Based on previous research and recommendations, business specialists, information technology representatives, and student support service representatives were included for a more holistic understanding. Organizational culture, communication, stakeholder support, and bystander roles were themes that developed. Results showed a positive societal impact when stakeholders better understand CBE and its potential for implementation. Implications were aligned with the literature in three of the four themes that evolved. The study found that, despite extrinsic pressure to develop new CBE programs in vocational and academic programs, inclusivity of representatives from these five specific stakeholder categories (administration, faculty, student support, information technology, and business specialists) to gain multiple perspectives, can increase the potential success of large-scale initiatives like CBE.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2020

Author dc:creator

• Lescarbeau, Thomas D.

Contributors dc:contributor

• Ella Benson
• Laura Bertonazzi
• Quentin Wright

• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Educational Methods

Repository record dc:identifier

https://dune.une.edu/theses/274

OAI identifier oai:identifier

oai:dune.une.edu:theses-1273