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Dissertation Final Christina Amato.pdf (1.8 MB)

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Community College Faculty and Competency-Based Education: A Grounded Theory Study

Amato, Christina M.
http://rave.ohiolink.edu/etdc/view?acc_num=frank1628094521723674

Abstract Details

2021, Doctorate of Business Administration, Franklin University, Business Administration.
Economic, social, and technological pressures for higher education have resulted in disruption to traditional methods of educational delivery. Competency-based education (CBE), one such disruption, is characterized by a transition in focus on seat time to flexible methods of curriculum delivery and mastery of learning. CBE provides students personalized classroom experiences, and typically involves diverse and customized instructional methods. The purpose of this grounded theory study was to examine views and experiences of community college faculty in transition to competency-based education (CBE) teaching. Faculty support and buy-in to CBE is a known critical element in successful adoption, and the study assessed faculty views and experiences to better understand resistance or acceptance. A total of 96 faculty at a Midwestern U.S. community college participated in an open-ended survey assessing background, motivations to teach, and progression from traditional to digital forms of teaching, including CBE. Findings revealed a critical relationship between fulfillment in teaching and human interaction and reciprocity in classroom settings. While faculty overwhelmingly support the concept of CBE, personal transition typically introduced conflict in teaching experience, and absent new measures of fulfillment, faculty were less likely to support CBE teaching. The study produced the Theory of Fulfillment Dependency (TFD), which states that professional fulfillment is linked to resistance to workplace change. When a new fulfillment naturally occurs in the new changing environment, resistance seems to diminish. If built-up dissatisfaction emerges or incrementally increases, so too does resistance to change.
Bora Pajo (Committee Chair)
Michelle Geiman (Committee Member)
Jeffrey Ferezan (Committee Member)
181 p.
Business Administration; Community College Education; Community Colleges
competency-based education, community college, faculty, online education

Recommended Citations

Citations

  • Amato, C. M. (2021). Community College Faculty and Competency-Based Education: A Grounded Theory Study [Doctoral dissertation, Franklin University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=frank1628094521723674

    APA Style (7th edition)

  • Amato, Christina. Community College Faculty and Competency-Based Education: A Grounded Theory Study. 2021. Franklin University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=frank1628094521723674.

    MLA Style (8th edition)

  • Amato, Christina. "Community College Faculty and Competency-Based Education: A Grounded Theory Study." Doctoral dissertation, Franklin University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1628094521723674

    Chicago Manual of Style (17th edition)

frank1628094521723674
588
© 2021, some rights reserved.Creative Commons License Community College Faculty and Competency-Based Education: A Grounded Theory Study by Christina M. Amato is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Franklin University and OhioLINK.