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A Grounded Theory Approach to Studying Strategic Planning in Higher Education: A Qualitative Research Methodology Utilizing the Literature Review and Interview.

机译：扎实的理论方法研究高等教育战略规划：一种利用文献综述和访谈的质性研究方法。

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摘要

This researcher demonstrates how applied qualitative grounded theory methodology was used in this dissertation to develop a framework to generate future formal substantive and/or formal theory (objective of the study). His dissertation embodies a dual purpose: First, it explicates strategic planning in higher education and its general strategy process so that they are better understood. Its scope describes, analyzes, and explains strategic planning in higher education; one participant interview; and its situational, social, and historical contexts using grounded theory.;It is a problem if faculty members who are stakeholders in strategic planning in higher education understand its general strategy process and are not included in it. Faculty members collectively constitute higher education's the teaching, research, and service variables essential to its success. Yet no research studies currently exist that explain the relationship between strategic planning in higher education and faculty members who are stakeholders in it. For the researcher, this revealed the complex challenge inherent in his dissertation for developing a framework that would generate a future substantive and/or formal theory. His difficulty is compounded by the research problem: What is the relationship between faculty members who are stakeholders in strategic planning in higher education and other aspects of university policies?;Results from the one interviewed faculty stakeholder generated one theme with three sub themes, two metaphors, three propositions, and two social issues about the process of strategic planning in higher education. Further analysis of this one participant generated two specific outcomes: First, this researcher developed a Ten Stage Process Model for conducting grounded theory analysis. Second, he portrayed a preliminary grounded theory of faculty involvement for future researchers to study. Both results fulfilled this dissertation's two purposes identified earlier in this abstract and its four potentials for significance established in chapter 1: (a) to serve as a foundation to generate future formal theory, (b) to help close the gap between higher education research and practice, (c) to aid possible development of new higher education policy, and (d) to contribute new knowledge to the literature.
机译：这位研究人员演示了如何在本文中使用定性的扎根理论方法论来开发一个框架，以产生未来的形式实体和/或形式理论（研究的目标）。他的论文体现了双重目的：首先，它阐明了高等教育中的战略规划及其总体战略过程，以便更好地理解它们。它的范围描述，分析和解释了高等教育的战略规划；一位参与者访谈；以及使用基础理论的情况下的情境，社会和历史背景。；如果在高等教育战略规划中作为利益相关者的教职员工理解其总体战略过程而没有被纳入其中，则是一个问题。教职员工共同构成了高等教育成功所必不可少的教学，研究和服务变量。但是，目前还没有研究可以解释高等教育战略规划与其中的利益相关者之间的关系。对于研究人员而言，这揭示了他的论文所固有的复杂挑战，即开发一个框架，该框架将产生未来的实质和/或形式理论。研究问题使他的困难更加复杂：高等教育战略规划中的利益相关者与大学政策的其他方面之间的关系是什么？；一位受访的利益相关者的结果产生了一个带有三个子主题，两个隐喻的主题，关于高等教育战略规划过程的三个命题和两个社会问题。对该参与者的进一步分析产生了两个具体结果：首先，该研究人员开发了一个十阶段过程模型来进行扎根的理论分析。其次，他描绘了一种基础的教师参与理论，供未来的研究人员研究。两项结果均满足了本文摘要中先前确定的两个目的以及在第1章中确立的四个潜在意义：（a）作为产生未来形式理论的基础，（b）帮助缩小高等教育研究与教育之间的差距实践；（c）协助可能制定的新的高等教育政策；（d）为文献提供新知识。

著录项

  • 作者

    Aponte, Ludy Glenn.;

  • 作者单位

    The University of Toledo.;

  • 授予单位 The University of Toledo.;
  • 学科 Education Higher Education Administration.;Education Higher.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 308 p.
  • 总页数 308
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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