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- All Subjects: Higher Education Administration
- Creators: Allison, Maria T.
Description
This qualitative case study examines the rationales of the relationship between Arizona State University (ASU)--an American public research university--and Tecnologico de Monterrey (ITESM), a Mexican private not for profit research university. The focus of the study is to document the different meanings participants attached to the rationales of this international inter-university relationship. The conceptual framework draws from internationalization of higher education and interpretive policy analysis literature. Qualitative methodologies were utilized in both data collection and analysis. Data consisted of institutional policy documents, a ranking survey, and semi-structured interviews with faculty, administrators, and senior leadership from both universities. This study demonstrates that the rationales of the ASU-ITESM relationship are complex and dynamic. They have a function (e.g., declared, interpreted, enacted) and meanings attached (e.g., type, scope, and priority). Declared rationales were expressed in an ideal state in institutional policy. Those were interpreted by the participants according to their individual sense-making framework, thus becoming the interpreted rationales. Participants acted upon such understandings; these enacted rationales refer to the real rationales shaping the inter-university relationship. Findings also show there were three different categories of meanings participants attached to rationales, based on their type, scope and priority. In terms of type, rationales took the form of values, interests and needs, or expected benefits; they can also be academic, economic, political, or social/cultural. In scope, rationales are broad or specific addressing the relationship overall or specific initiatives within; they target individual, organizational, or societal levels. As for priority, participants interpreted and acted upon rationales with high, moderate or low importance influenced by their job position (e.g., faculty, administrators, senior leadership).
ContributorsCamacho Lizárraga, Mónica Irene (Author) / Ovando, Carlos J. (Thesis advisor) / Allison, Maria T. (Committee member) / Turner, Caroline S. (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT
Faculty and staff can create barriers by not understanding their role in student success. This study began with an artifact analysis of 20 documents to better understand how faculty and staff at Concordia University Texas were operationalizing student success. The results of the artifact analysis showed a lack of recorded dialogue around student success at regular business meetings, as well as pattern of deficit language approach to policy and procedure in the student handbooks Next, this study evaluated the impacts of using a Community of Practice as a change agent to help faculty and staff better understand their roles in student success and specifically to establish a definition of student success. Using a mixed method, action research approach, results showed that the Community of Practice was successful in terms of transfer or knowledge and creating a sense of purpose for participants regarding their role in student success. Results showed that participating in a Community of Practice was successful in helping faculty and staff not only understand their own role in student success, but understand their place among others in the unified goal to help students succeed. The Community of Practice participants completed the research with a better understanding of how and why collaborating with different departments enables faculty and staff to better help students. Additionally, the participants concluded that a visual reminder of student success (figurines, students stories, student pictures) ensured that student success was the first thing they thought about when completing their daily work.
Faculty and staff can create barriers by not understanding their role in student success. This study began with an artifact analysis of 20 documents to better understand how faculty and staff at Concordia University Texas were operationalizing student success. The results of the artifact analysis showed a lack of recorded dialogue around student success at regular business meetings, as well as pattern of deficit language approach to policy and procedure in the student handbooks Next, this study evaluated the impacts of using a Community of Practice as a change agent to help faculty and staff better understand their roles in student success and specifically to establish a definition of student success. Using a mixed method, action research approach, results showed that the Community of Practice was successful in terms of transfer or knowledge and creating a sense of purpose for participants regarding their role in student success. Results showed that participating in a Community of Practice was successful in helping faculty and staff not only understand their own role in student success, but understand their place among others in the unified goal to help students succeed. The Community of Practice participants completed the research with a better understanding of how and why collaborating with different departments enables faculty and staff to better help students. Additionally, the participants concluded that a visual reminder of student success (figurines, students stories, student pictures) ensured that student success was the first thing they thought about when completing their daily work.
ContributorsPospisil, KC (Author) / Wylie, Ruth (Thesis advisor) / Ott, Mollie (Committee member) / Burgess, Prairie (Committee member) / Arizona State University (Publisher)
Created2020