Dissertation/Thesis Abstract

Stages of concern of faculty implementing student learning outcomes and assessment as mandated transformational change
by Lee, Samuel T., Ed.D., University of La Verne, 2010, 244; 3430703
Abstract (Summary)

Purpose. The purpose of this study was to (1) examine how faculty Stages of Concern (SoC) about implementing student learning outcomes and assessment (SLOA) change over the course of time and in response to the power-coercive force associated with the accreditation self-study process; and (2) learn what the group SoC profiles reveal about the development of faculty concerns about the mandate.

Methodology. Drawing on the Concerns-Based Adoption Model (CBAM) and the Stages of Concern dimension of CBAM, the Stages of Concern Questionnaire (SoCQ) was used to survey 216 instructors from nine California Community Colleges. Changes in peak SoC scores were examined based on (1) faculty implementation time: (a) less than one year, (b) more than one year but less than two, and (c) more than two years; and (2) accreditation progression: (a) colleges recently reaffirmed, (b) colleges recently sanctioned, and (c) colleges preparing for a site visit.

Findings. ANOVA for accreditation progression was not significant for any stage or strata. ANOVA for time was significant for Stage 1 F(2,131)=5.04, p<0.05, and Stage 2 F(2,131)=4.34, p<0.05). Post hoc tests indicated that faculty implementing more than one year but less than two had significantly more intense concerns at Stages 1 and 2 than faculty implementing more than two years. Peak SoC did not significantly differ among subgroups. SoC group profiles consistently exhibited a nonuser negative one-two split with considerable tailing up in Stage 6—a strong pattern of resistance. The sanctioned subgroup (2b) had the highest Stage 6 tailing up, a notable indicator of resistance. Power-coercive force was not associated with positive development of higher level SoC but was associated with increased resistance. Time was associated with lower intensity in two stages, but had no effect on development of higher level SoC. Peak concerns remained inert throughout.

Conclusion. The results indicate that it may not be plausible to expect faculty support to grow in response to interventions.

Recommendations. The Commission is advised to fundamentally alter the mandate to implement SLOA in order to gain faculty support or to more closely fit the organizational context of the California Community College system.

Indexing (document details)
Advisor: Harvey, Thomas
School: University of La Verne
School Location: United States -- California
Source: DAI-A 71/12, Dissertation Abstracts International
Subjects: Community college education, Organization Theory, Higher education
Keywords: Accreditation, Organizational change, Revolutionary change, Stages of concern, Student learning outcomes, Transformational change
Publication Number: 3430703
ISBN: 978-1-124-31034-3
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