Comprehensive Curriculum Reform as a Collaborative Effort of Faculty and Administrators in a Higher Education Institution: A Case Study Based on Grounded Theory
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Kent State University / OhioLINK
2008
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=kent1227551033 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-kent12275510332021-08-03T05:36:49Z Comprehensive Curriculum Reform as a Collaborative Effort of Faculty and Administrators in a Higher Education Institution: A Case Study Based on Grounded Theory Oliver, Shawn L. Curricula Education Higher Education Organizational Behavior Religious Education School Administration higher education curriculum theological education curriculum grounded theory case study comprehensive curriculum reform faculty role in curriculum administration role in curriculum faculty and administration collaboration curriculum model <p>Based on a case study guided by grounded theory, this research sought to investigate and derive meaning from an exploration of the phenomenon of the comprehensive curriculum review process at Ashland Theological Seminary. The study was designed to address two primary research questions, which were formulated from a higher education administrator’s perspective: How did the curriculum review team experience the comprehensive curriculum review process? How did the faculty and administration collaborate during the comprehensive curriculum review process?A qualitative grounded theory method was used to study the case and to identify themes and patterns, which led to generating theories. The primary data for this study were generated from in-depth interviews with 10 curriculum review team members.</p><p>Five major findings emerged from this study. (a) A collectively shared guiding vision for the curriculum provided a strong foundation for the comprehensive curriculum review process. (b) Embracing curriculum as a shared or corporate responsibility among faculty and administration led to widespread participation and buy-in. (c) The collaboration of various groups within the seminary in the comprehensive curriculum review process promoted true organizational change. (d) Cultural issues regarding people and organizational structure served as barriers to collaboration during the comprehensive curriculum review process. (e) The curriculum team’s sense of community and connectedness strengthened the curriculum review process.</p><p>The study provides recommendations to administrators responsible for oversight of the curriculum review process and the educational institution’s resources; faculty engaged in leading the process; curriculum team chairs or co-chairs; and a curriculum review team.</p> 2008-12-01 English text Kent State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=kent1227551033 http://rave.ohiolink.edu/etdc/view?acc_num=kent1227551033 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Curricula Education Higher Education Organizational Behavior Religious Education School Administration higher education curriculum theological education curriculum grounded theory case study comprehensive curriculum reform faculty role in curriculum administration role in curriculum faculty and administration collaboration curriculum model |
| spellingShingle |
Curricula Education Higher Education Organizational Behavior Religious Education School Administration higher education curriculum theological education curriculum grounded theory case study comprehensive curriculum reform faculty role in curriculum administration role in curriculum faculty and administration collaboration curriculum model Oliver, Shawn L. Comprehensive Curriculum Reform as a Collaborative Effort of Faculty and Administrators in a Higher Education Institution: A Case Study Based on Grounded Theory |
| author |
Oliver, Shawn L. |
| author_facet |
Oliver, Shawn L. |
| author_sort |
Oliver, Shawn L. |
| title |
Comprehensive Curriculum Reform as a Collaborative Effort of Faculty and Administrators in a Higher Education Institution: A Case Study Based on Grounded Theory |
| title_short |
Comprehensive Curriculum Reform as a Collaborative Effort of Faculty and Administrators in a Higher Education Institution: A Case Study Based on Grounded Theory |
| title_full |
Comprehensive Curriculum Reform as a Collaborative Effort of Faculty and Administrators in a Higher Education Institution: A Case Study Based on Grounded Theory |
| title_fullStr |
Comprehensive Curriculum Reform as a Collaborative Effort of Faculty and Administrators in a Higher Education Institution: A Case Study Based on Grounded Theory |
| title_full_unstemmed |
Comprehensive Curriculum Reform as a Collaborative Effort of Faculty and Administrators in a Higher Education Institution: A Case Study Based on Grounded Theory |
| title_sort |
comprehensive curriculum reform as a collaborative effort of faculty and administrators in a higher education institution: a case study based on grounded theory |
| publisher |
Kent State University / OhioLINK |
| publishDate |
2008 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=kent1227551033 |
| work_keys_str_mv |
AT olivershawnl comprehensivecurriculumreformasacollaborativeeffortoffacultyandadministratorsinahighereducationinstitutionacasestudybasedongroundedtheory |
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