Date of Award

4-2016

Rights

© 2016 Jennifer Galipeau

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Marylin Newell

Second Advisor

Ella Benson

Third Advisor

Eileen DeMagistris

Abstract

This phenomenological study sought to give voice to the lived experiences of faculty within a transitioning assessment culture at an institution of higher education accredited by the New England Association of Colleges and Schools (NEASC). Current literature concerning outcomes assessment (OA) in higher education is highly focused on the need for campuses to foster a robust and pervasive culture around assessment, often termed a culture of evidence. The study site provided a unique opportunity to examine this phenomenon as it was at the mid-point of a multi-year initiative focused on transforming institutional assessment culture. During the study, full-time faculty at the non-tenure, non-union institution who self-identified as being more engaged in OA than in the past, were recruited as study participants and asked to share their perspectives during hour long semi-structured interviews. Data resulting from the interviews were analyzed using Interpretive Phenomenological Analysis (IPA). Analysis of findings revealed that participants shared a deep sense of investment in their roles as educators, linking their work with OA to the refinement of their professional practice and to efforts to ensure continuous improvement of academic programs and the institution as a whole. Participants cited collaborative opportunities with peers, leadership of the change initiative, and availability of resources, as critical to fostering their own growing sense of engagement with OA and the continuing assessment culture change initiative.

Comments

Ed.D. Dissertation

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