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A Case Study Using Systems Theory fo...

Williams, Michele Carolynn.

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A Case Study Using Systems Theory for Understanding the Institutionalization Process of Engineering Certificate Programs in a Public Texas University.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Case Study Using Systems Theory for Understanding the Institutionalization Process of Engineering Certificate Programs in a Public Texas University./
Author:	Williams, Michele Carolynn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	134 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-06(E), Section: A.
Contained By:	Dissertation Abstracts International80-06A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13421859
ISBN:	9780438811898

A Case Study Using Systems Theory for Understanding the Institutionalization Process of Engineering Certificate Programs in a Public Texas University.
Williams, Michele Carolynn.

A Case Study Using Systems Theory for Understanding the Institutionalization Process of Engineering Certificate Programs in a Public Texas University. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 134 p.

Source: Dissertation Abstracts International, Volume: 80-06(E), Section: A.

Thesis (Ed.D.)--The University of Texas at El Paso, 2018.

A case study involving practices supporting the institutionalization process of graduate engineering certificate programs in a Texas public university, and the factors that influence their institutionalization was viewed through a systems theory lens. Although certificate programs have increased in popularity, research on the topic has to date been limited. Engineering certificate programs have served as a convenient mid-career educational niche model for closing gaps between technological knowledge growth and professional practice know how. The data was collected in eighteen semi-structured interviews, along with document reviews and observations. Organized in three themes, the data analyses yielded a list of practices and impact factors. The themes were: certificate rationale; program buy-in and advocacy; and capacity building. The findings showed polarized views regarding the academic value of certificates, due to their purpose being incongruent with research merit. Faculty commitment at all levels of the organization was crucial to the continuity and sustainability of certificate programs. Importantly, successful initiation and implementation occurred when a single faculty program advocate championed certificate creation and rallied the support needed for proposal approval, along with new course preparation and instruction. Institutional recommendations for policy and practice include ensuring clearly established administrative leadership, and encouraging programs to offer both face-to-face and online formats, as these were most successful. Future research engaging stakeholders, including certificate program alumni, is suggested.

ISBN: 9780438811898Subjects--Topical Terms:

529436
Educational leadership.

A Case Study Using Systems Theory for Understanding the Institutionalization Process of Engineering Certificate Programs in a Public Texas University.
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500 $a Advisers: Rodolfo Rincones; Julia Duncheon.
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520 $a A case study involving practices supporting the institutionalization process of graduate engineering certificate programs in a Texas public university, and the factors that influence their institutionalization was viewed through a systems theory lens. Although certificate programs have increased in popularity, research on the topic has to date been limited. Engineering certificate programs have served as a convenient mid-career educational niche model for closing gaps between technological knowledge growth and professional practice know how. The data was collected in eighteen semi-structured interviews, along with document reviews and observations. Organized in three themes, the data analyses yielded a list of practices and impact factors. The themes were: certificate rationale; program buy-in and advocacy; and capacity building. The findings showed polarized views regarding the academic value of certificates, due to their purpose being incongruent with research merit. Faculty commitment at all levels of the organization was crucial to the continuity and sustainability of certificate programs. Importantly, successful initiation and implementation occurred when a single faculty program advocate championed certificate creation and rallied the support needed for proposal approval, along with new course preparation and instruction. Institutional recommendations for policy and practice include ensuring clearly established administrative leadership, and encouraging programs to offer both face-to-face and online formats, as these were most successful. Future research engaging stakeholders, including certificate program alumni, is suggested.
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