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Institutional commitment to learning...

Fountain, Elizabeth A.

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Institutional commitment to learning-centered education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Institutional commitment to learning-centered education./
Author:	Fountain, Elizabeth A.
Description:	130 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2070.
Contained By:	Dissertation Abstracts International67-06A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3223876
ISBN:	9780542745218

Institutional commitment to learning-centered education.
Fountain, Elizabeth A.

Institutional commitment to learning-centered education. - 130 p.

Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2070.

Thesis (Ph.D.)--Capella University, 2006.

This study seeks to uncover effective leadership strategies for creating institutional commitment to learning-centered education in institutions of higher education. In addition, the study attempts to identify some key indicators of learning-centered institutions of higher education, and to explore leaders' perceptions of their own effectiveness in bringing about this kind of commitment. The study is situated in a theoretical framework that includes learning-centered education, organizational change, and transformational leadership. A phenomenographic approach uses interpretational analysis of interviews with leaders from higher education institutions which have been recognized for being learning-centered. The findings reveal several commonalities among the participants' responses: (a) consistent and committed executive leadership, (b) gaining faculty support, (c) fostering incremental change, and (d) ensuring frequent, inclusive communication based on a shared language. The findings include two common indicators of institutional commitment to learning-centered education. These are (a) sustained funding and resource provision for learning-centered programs and initiatives, and (b) an institutional culture that embraces evidence-based assessment. There are no conclusive findings regarding leaders' perceptions of their own effectiveness. Higher education leaders who are initiating or continuing efforts to build institution-wide commitment to learning-centered education can use the themes developed here to elaborate a preliminary framework for strategies for their own institutions. Generalization of the results must be tentative, given the small sample size and low level of diversity of institutions represented in the study.

ISBN: 9780542745218Subjects--Topical Terms:

626645
Education, Administration.

Institutional commitment to learning-centered education.
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245 1 0 $a Institutional commitment to learning-centered education.
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2070.
500 $a Adviser: Michael Worthington.
502 $a Thesis (Ph.D.)--Capella University, 2006.
520 $a This study seeks to uncover effective leadership strategies for creating institutional commitment to learning-centered education in institutions of higher education. In addition, the study attempts to identify some key indicators of learning-centered institutions of higher education, and to explore leaders' perceptions of their own effectiveness in bringing about this kind of commitment. The study is situated in a theoretical framework that includes learning-centered education, organizational change, and transformational leadership. A phenomenographic approach uses interpretational analysis of interviews with leaders from higher education institutions which have been recognized for being learning-centered. The findings reveal several commonalities among the participants' responses: (a) consistent and committed executive leadership, (b) gaining faculty support, (c) fostering incremental change, and (d) ensuring frequent, inclusive communication based on a shared language. The findings include two common indicators of institutional commitment to learning-centered education. These are (a) sustained funding and resource provision for learning-centered programs and initiatives, and (b) an institutional culture that embraces evidence-based assessment. There are no conclusive findings regarding leaders' perceptions of their own effectiveness. Higher education leaders who are initiating or continuing efforts to build institution-wide commitment to learning-centered education can use the themes developed here to elaborate a preliminary framework for strategies for their own institutions. Generalization of the results must be tentative, given the small sample size and low level of diversity of institutions represented in the study.
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