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The adoption of higher education policy: A case study of mission differentiation in Florida.

机译：高等教育政策的采用：佛罗里达州任务分化的案例研究。

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摘要

The purpose of this study was to explore the development and adoption of statewide higher education policy through a case study of the mission differentiation plan adopted by the State University System of Florida. This controversial plan placed each of the ten institutions into categories, based loosely on Carnegie Classifications, for the purposes of statewide planning. The research questions for this study included: (1) How is state higher education policy developed and adopted? (2) Who are the influentials in the development and adoption of state higher education policy? (3) What are the salient factors in the development and adoption of state higher education policy? (4) How does Lowi's (1964) arenas of power framework relate to the development and adoption of state higher education policy?; The primary method of data collection included focused interviews with policy actors. Secondary methods of data collection involved document review and archival record analysis. The researcher conducted qualitative and pattern-matching analyses, resulting in the following findings and conclusions: (1) The higher education policy process generally proceeds through the stages of agenda, formulation, adoption, implementation, and evaluation. However, these stages are not necessarily discrete or linear. Loops exist in the process, particularly when policies are considered in different political subsystems. The policy process is likely to be unique depending on the type of policy under consideration and the subsystem in which it originates. (2) Each political subsystem and type of policy has a unique power structure with its own hierarchy of influentials. Therefore, a one-dimensional ranking of policy actors is insufficient in analyzing relative influence. The relative influence of policy actors varies according to the arena in which they are operating. (3) A number of factors emerged as influential in the policy process, including: state features; state history of higher education; governance model; state revenues; state political culture; and politics. (4) Lowi's (1964) arenas of power framework has value for considering the general types of politics surrounding a particular policy but little predictive value in relation to the process.
机译：这项研究的目的是通过佛罗里达州立大学系统采用的任务分化计划的案例研究，探索州级高等教育政策的发展和采用。这个有争议的计划将十个机构中的每一个根据卡内基分类大致分为几类，以用于全州范围的规划。本研究的研究问题包括：（1）如何制定和采用州高等教育政策？ （2）谁在州立高等教育政策的制定和采用中具有影响力？ （3）制定和采用州高等教育政策的显着因素是什么？ （4）洛威（1964）的权力框架领域与州高等教育政策的发展和采用有何关系？数据收集的主要方法包括与政策参与者进行有针对性的访谈。数据收集的第二种方法涉及文档审查和档案记录分析。研究人员进行了定性和模式匹配分析，得出以下发现和结论：（1）高等教育政策过程通常贯穿议程，制定，采用，实施和评估的阶段。但是，这些阶段不一定是离散的或线性的。在此过程中存在循环，尤其是在不同的政治子系统中考虑政策时。该策略过程可能是唯一的，具体取决于所考虑的策略类型及其起源的子系统。 （2）每个政治子系统和政策类型都有独特的权力结构，并具有自己的影响力层次。因此，政策参与者的一维排名不足以分析相对影响。政策参与者的相对影响因他们所处的领域而异。 （3）在政策过程中产生了许多影响力的因素，包括：国家特征；国家高等教育史；治理模型；国家收入；国家政治文化；和政治。 （4）Lowi（1964）的权力框架领域具有考虑围绕特定政策的一般政治类型的价值，但与过程相关的预测价值很小。

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  • 作者

    Hamon, Sara Steyer.;

  • 作者单位

    The Florida State University.;

  • 授予单位 The Florida State University.;
  • 学科 Education Administration.; Political Science Public Administration.; Education Higher.
  • 学位 Ph.D.
  • 年度 2002
  • 页码 236 p.
  • 总页数 236
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;政治理论;高等教育;
  • 关键词

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