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Developing distance education *policy within a state system of higher education: The faculty perspective
DISSERTATION

, The Pennsylvania State University, United States

Doctor of Education, The Pennsylvania State University . Awarded

Abstract

This qualitative case study used a systems perspective to explore faculty perceptions of the distance education policy development process. The study looked specifically at faculty with online teaching experience at three higher education institutions within a state system of higher education. The conceptual framework of the Multiple Streams model—a public administration policy development model—provided the lens which guided the study. Semi-structured interviews, observation and document analysis were used in capturing details about the state system and institution and to obtain faculty perspectives about participation in distance teaching and in developing policy.

The major finding of this study is the interest of faculty in developing distance education policy. Faculty interviewed believed that their expertise, experience, and advocacy for students are just a few examples of why they should be included in the distance education policy development process. Additional findings include: faculty’s level of enthusiasm for online teaching, contextual effects on faculty participation in the policy development process, benefits of utilizing the Multiple Streams model in distance education policy creation, and the expansion of the Multiple Streams model into a Distance Education Policy Development System. Based on these findings, implications for practice and recommendations for future research are discussed in the following fields: distance education, adult education, and public administration.

Citation

Maguire, L.L. Developing distance education *policy within a state system of higher education: The faculty perspective. Doctor of Education thesis, The Pennsylvania State University. Retrieved February 19, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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