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Faculty Perceptions of the Relation Between Liberal Arts and Professional, Vocational, and Skills-Based Programs of Study

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Faculty Perceptions of the Relation Between Liberal Arts and Professional, Vocational, and Skills-Based Programs of Study Faculty Perceptions of the Relation Between Liberal Arts and Professional, Vocational, and Skills-Based Programs of Study by Dominic A. Aquila, BM, MBA, D. Litt et Phil. A Dissertation In Higher Education Administration Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION Approval Dr. Stephanie J. Jones Chair of Committee Dr. Dave Louis Dr. Jon McNaughtan Dr. Mark Sheridan Dean of the Graduate School August, 2020 Copyright 2020, Dominic A. Aquila Texas Tech University, Dominic A. Aquila, August 2020 ACKNOWLEDGEMENTS The great scale of this project has made me keenly aware of the beloved community of minds and hearts who midwifed it into existence. Chief among them is my wife, Diane Aquila, who has supported me through two dissertations. To her I dedicate this work with my eternal love and my deepest gratitude. I also benefitted from conversations about the educational experiences of my 6 daughters and 5 sons who shared them in common with me, around many dinner tables abounding in good food and drink. My sincere thanks to each of them: Justin, Natalie, Catherine, Dominick, Elizabeth, Victoria, Emiliana, Joseph, Anthony, Salvatore, and Carmella. Dr. Stephanie Jones, my committee chair, has my wholehearted gratitude and appreciation for her guidance, expertise and patient encouragement at every stage of this doctoral program, and especially during the writing of this dissertation. She exemplifies the high skill, insightfulness, and empathic qualities of a great mentor. My gratitude also extends to Dr. Dave Louis and Dr. Jon McNaughtan for their service on my dissertation committee and the generous gift of their time. I am grateful to my colleagues in Cohort 3 whose collegiality was a model for all of us in the academy. I wish also to acknowledge with gratitude and admiration the 15 faculty members from the study institutions who participated in this research. Their enthusiasm for learning and the value of higher education as a public good ring out on these pages. Finally, I am thankful to Dr. Robert Ivany and Dr. Richard Ludwick, the two Presidents of the University of St. Thomas who I had the privilege to serve as Provost, and who supported me during this great adventure in continuous learning. ii Texas Tech University, Dominic A. Aquila, August 2020 TABLE OF CONTENTS ACKNOWLEDGEMENTS .......................................................................................................... ii LIST OF FIGURES ...................................................................................................................... x ABSTRACT ................................................................................................................................. xi I. INTRODUCTION .................................................................................................................... 1 The Public Interest in Work-Related Skills Over Liberal Education ............................... 2 Liberal Education and the Skills Gap Thesis .................................................................... 5 Liberal Education: From Disciplines to Pedagogy ........................................................... 8 Institutional Contexts for A Liberal Arts Education ...................................................... 10 Traditional liberal arts colleges ................................................................................ 10 General education and core curricula ....................................................................... 11 Purposes of a Liberal Education ..................................................................................... 12 Rival Traditions of Liberal Education: Rhetorical and Philosophical ............................ 17 Statement of the Problem ...................................................................................................... 18 Critique of the Practical Liberal Arts .............................................................................. 19 Study’s Problem in Practice ............................................................................................ 22 Interdisciplinary Collaboration ....................................................................................... 23 Purpose of the Study ............................................................................................................. 28 Research Questions ............................................................................................................... 29 Significance of the Study ...................................................................................................... 29 Summary of Theoretical Framework .................................................................................... 31 Summary of Methodology .................................................................................................... 34 Assumptions of the Study ..................................................................................................... 35 Limitations to the Study ........................................................................................................ 36 Definition of Terms ............................................................................................................... 37 Crossdisciplinarity .................................................................................................... 37 Curriculum ................................................................................................................ 37 Discipline .................................................................................................................. 37 General education ..................................................................................................... 38 iii Texas Tech University, Dominic A. Aquila, August 2020 Interdisciplinarity ...................................................................................................... 38 Integrative learning ................................................................................................... 38 Liberal arts education ................................................................................................ 38 Liberal arts colleges .................................................................................................. 39 Multidisciplinarity .................................................................................................... 39 Professional studies ................................................................................................... 39 Septem Artes Liberales ............................................................................................. 39 Skills-based education .............................................................................................. 40 Systems theory .......................................................................................................... 40 Tradition .................................................................................................................... 40 Transdisciplinarity .................................................................................................... 40 Vocational education ................................................................................................ 41 Summary ............................................................................................................................... 41 Organization of Remainder of the Study .............................................................................. 42 II. LITERATURE REVIEW ...................................................................................................... 43 Definitions and Conceptions of a Liberal Education ............................................................ 43 Aims of a Liberal Education ................................................................................................. 50 Liberation ........................................................................................................................ 51 Knowledge for its Own Sake .......................................................................................... 53 Liberal Education for Self-Knowing, Self-Mastery, and Purposeful Living ................. 56 Civic Education and Social Good ................................................................................... 63 Applied Liberal Learning: Pragmatism and Instrumentalism ........................................ 66 Institutional Contexts for Delivering a Liberal Education ................................................... 70 Small Residential Liberal Arts Colleges ......................................................................... 70 General Education and Core Curricula ........................................................................... 75 Honors Colleges .............................................................................................................. 80 Liberal Arts Declension Narrative ........................................................................................ 83 Complicated Coexistence of Liberal and Applied Education .............................................. 86 Interdisciplinarity and the Liberal Arts and Applied Disciplines ......................................... 93 iv Texas Tech University, Dominic A. Aquila, August 2020 Theoretical Framework of the Study .................................................................................
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