Robinson, Rhonda S.||Silber, Kenneth H.
Ed.D. (Doctor of Education)
Department of Educational Technology, Research and Assessment
College teachers--Rating of; Universities and colleges--Faculty
This dissertation evaluated continuous quality improvement practices of college faculty members. A grounded theory approach was used to collect and analyze data at a university with a mature quality improvement program. The institution chosen for the site of this study had received various awards and recognitions for its quality improvement program, which had been in place for approximately a decade. The primary objective of this study was to explain the phenomenon that occurs when college faculty members apply continuous quality improvement strategies to their instructional practices. Faculty participation in the quality program, both inside and outside the classroom, was assessed. A rich description of the university quality system emerged and the many factors that impact faculty quality improvement practices were identified. This study shows that instructors commit to and practice various aspects of the quality program to varying degrees based on the value they perceive in complying with each. In some cases that has meant significant changes to instructional practices. In others cases, it has led to little or no change. A model was created to explain this phenomenon. This model shows how instructor behaviors are influenced by their knowledge, opinions, traits, and relationships with others coupled with environmental factors.
Hummel, Paul A., "An explanation of continuous quality improvement practices by college faculty" (2005). Graduate Research Theses & Dissertations. 1295.
xvii, 294 pages
Northern Illinois University
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