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EXAMINING LIBERAL ARTS COLLEGES ACHIEVEMENT OF STUDENT LEARNING OUTCOMES FOR A GLOBAL PERSPECTIVE:
AN INNOVATION GAP ANALYSIS STUDY
by
Virginia Mason Wade
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2012
Copyright 2012 Virginia Mason Wade
Object Description
| Title | Examining liberal arts colleges achievement of student learning outcomes for a global perspective: an innovation gap analysis study |
| Author | Wade, Virginia Mason |
| Author email | vwade@marymountpv.edu;vwade@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-05-30 |
| Date submitted | 2012-07-30 |
| Date approved | 2012-07-31 |
| Restricted until | 2012-07-31 |
| Date published | 2012-07-31 |
| Advisor (committee chair) |
Robison, Mark Diamond, Michael |
| Advisor (committee member) | Yates, Kenneth |
| Abstract | A global perspective reflects the knowledge, attitudes, and behaviors that students should know or be able to do in order to succeed as citizens in a global environment (Olson, Evans, & Shoenberg, 2007). The American Council on Education’s concept of comprehensive internationalization provides an integrative approach that ties institutional strategies and initiatives to global learning outcomes (Olson, Green, & Hill, 2005). Marymount College, a small liberal arts college in Southern California undergoing transformative change to a four-year institution, established, as a new learning outcome, that graduates achieve global awareness as measured by indicators that represent The American Council’s concept. To achieve this outcome for graduates, Marymount recognized that faculty must be prepared to provide learning experiences that meet the goal. The purpose of this case study was to apply an innovation gap analysis process (Clark & Estes, 2008; Smith & Ragan, 2005) to assess Marymount’s faculty perception of their engagement and preparedness to incorporate learning experiences and new pedagogy that will lead to the student achievement of global awareness. ❧ Using quantitative methods, faculty at Marymount College participated in two surveys. In the first survey, 35 faculty identified the 10 most important characteristics of global awareness drawn from The American Council’s framework. In the second survey, 46 faculty rated their knowledge and skills, motivation, and organizational needs to incorporate the most important characteristics they identified in their curriculum. ❧ Using descriptive and correlational statistics, the results of the second survey indicated that, relative to other constructs, faculty perceived that they possessed the knowledge and motivation to teach the identified global awareness concepts; however, they felt less supported by the organization to implement the curriculum. The results led to analysis of the largest gaps in each category, which were then specifically addressed for solutions and implementation plans, as well as a process for formative and summative evaluation. ❧ The major implication of the study is that when these issues were clarified, Marymount was positioned to make critical decisions as to whether its student learning outcomes will be successfully achieved as a result of teaching and learning experiences. Another implication is that the study demonstrates that when innovation is carefully planned, there exists a unique window of opportunity to set improvement processes in place to achieve the organizational goal. More importantly, Marymount College is positioned to close the self-perceived faculty gaps in knowledge and skills, motivation, and organizational support. If these areas are analyzed, addressed, and closed now, they may not become barriers to meeting the institutional learning outcome for baccalaureate graduates to develop a global perspective. When students do not achieve a global perspective, it may leave them ill prepared to live and compete in today’s global markets and in a world of diminishing national borders. A well-developed global perspective may influence students to live successfully in a diverse and changing society. |
| Keyword | global perspectives; global awareness; innovation gap analysis; gap analysis; global education |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Wade, Virginia Mason |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-WadeVirgin-1072.pdf |
Description
| Title | Page 1 |
| Full text | EXAMINING LIBERAL ARTS COLLEGES ACHIEVEMENT OF STUDENT LEARNING OUTCOMES FOR A GLOBAL PERSPECTIVE: AN INNOVATION GAP ANALYSIS STUDY by Virginia Mason Wade A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2012 Copyright 2012 Virginia Mason Wade |
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