Date of Award

2-2020

Rights

© 2020 Thomas D. Lescarbeau

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Ella Benson

Second Advisor

Laura Bertonazzi

Third Advisor

Quentin Wright

Abstract

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.

Comments

Ed.D. Dissertation

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