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Developing a Homeland Security Curriculum: a Case Study in Outcomes-Based Education Using the Delphi Method

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Developing a Homeland Security Curriculum: a Case Study in Outcomes-Based Education Using the Delphi Method Publications 10-2012 Developing a Homeland Security Curriculum: A Case Study in Outcomes-Based Education Using the Delphi Method Daniel Cutrer Embry-Riddle Aeronautical University, [email protected] Follow this and additional works at: https://commons.erau.edu/publication Part of the Curriculum and Instruction Commons Scholarly Commons Citation Cutrer, D. (2012). Developing a Homeland Security Curriculum: A Case Study in Outcomes-Based Education Using the Delphi Method. , (). Retrieved from https://commons.erau.edu/publication/301 This Dissertation is brought to you for free and open access by Scholarly Commons. It has been accepted for inclusion in Publications by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. Developing a Homeland Security Curriculum: A Case Study in Outcomes-based Education Using the Delphi Method Dissertation Submitted to Northcentral University Graduate Faculty of the School of Business and Technology Management in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY by DANIEL A. CUTRER Prescott Valley, Arizona October 2012 Copyright © 2012 Daniel A. Cutrer ii APPROVAL PAGE Developing a Homeland Security Curriculum: A Case Study in Outcomes-based Education Using the Delphi Method by Daniel A. Cutrer Approved by: KennethD. Gossett, Ph.D. J j IS Chair Date Member: John House, Ph.D. Member: Gabriele K. Suboch, Ph. D. Certified by: A. Lee Smith, Ph.D. •c-X-ygy whli'x School Dean Date m Abstract The field of homeland security is a nascent discipline, and as such does not have a national accreditation body to promulgate a standardized, outcomes-based curriculum for future homeland security professionals seeking university degrees. This qualitative study was designed to identify a set of program-level, learning-based outcomes for an undergraduate degree in homeland security. The research project used a case study methodology to examine and validate the results of earlier studies on homeland security (HS) curriculum development. A consensus-driven, iterative Delphi technique was used to survey a purposive, convenience sample of homeland security experts to ascertain their ideas on what elements (i.e., knowledge, skills, and abilities) should comprise an undergraduate degree in HS, and then compare and contrast the data to earlier research projects. In addition, a 5-point Likert scale survey was distributed to gather basic demographics on the panel and to gage the respondents' thoughts regarding additional elements that should be included in an HS degree. The participants in the study identified a list of 15 core academic areas (CAAs) with a set of 50 associated program-specific objectives (PSOs), and a list of eight overarching program objectives (OPOs) that could comprise a standardized model homeland security curriculum. The proposed curriculum developed by this study enables an institution of higher learning to offer a unified, outcomes-based curriculum that would achieve a measurable level of knowledge, skills, and abilities a student must have to perform successfully as a homeland security professional in the 21st century. Additionally, adoption of such a model curriculum would be a precursor for an institution seeking program accreditation from a national accrediting body in the field of academic homeland security. iv Acknowledgements I would like to sincerely thank the faculty and staff at Northcentral University for helping to smooth out the bumps and crooks on this long, long doctoral journey: Dr. Lewis Mustard, my first Dissertation Chair; Dr. John McGinley, and early Committee Member, helped set the stage for my dissertation research and guided me along the academic path in the beginning; Dr. John House, whose meticulous proofreading prompted me to produce the very best product that I could; Dr. Gabriele Subroch's valuable part as Committee Member and her help during the oral defense process; and Dr. Kenneth Gossett, my current Dissertation Chair, without whose mentoring, patience, and willingness to give me a second chance when things got a bit off track, I would not have been able to complete this degree program. I would also like to thank my colleague and friend, Dr. Jim Ramsay, Coordinator of the ERAU Homeland Security Program, for inspiring me to conduct this particular research and keeping me motivated throughout. And lastly, to my wonderful wife, Valerie, for believing in me like the vows said, "for better or for worse", who did not sign on for a Ph.D. marathon that would consume a significant part of my time and energy for several years, but who loved me and encouraged me every step of the way -1 love you my dear. Thank you all. v Table of Contents Page List of Tables viii List of Figures x Chapter 1: Introduction 1 Background 2 Problem Statement 7 Purpose 8 Theoretical Framework 10 Research Questions 11 Nature of the Study 12 Significance of the Study 15 Definitions 17 Summary 21 Chapter 2: Literature Review 23 The Genesis of Homeland Security 30 Outcomes-based Education in Curriculum Development 53 Accreditation 62 Case Study Research 67 The Delphi Technique 68 Summary 77 Chapter 3: Research Method 79 Research Methods and Design 81 Participants 85 Materials/Instruments 88 The ERAU study 89 Data Collection, Processing, and Analysis 96 Methodological Assumptions, Limitations, and Delimitations 109 Ethical Assurances 112 Summary 116 Chapter 4: Findings 119 Results 121 Research Question 1 122 Round 1 123 Iteration 1 124 Iteration 2 125 Iteration 3 128 Round 2 130 Iteration 1 131 vi Iteration 2 133 Iteration 3 136 Iteration 4 138 Iteration 5 140 Round 3 142 Iteration 1 144 Iteration 2 147 Iteration 3 149 Research Question 2 151 Research Question 3 155 Round 4 156 Evaluation of Findings 190 Summary 195 Chapter 5: Implications, Recommendations, and Conclusions 198 Implications 203 Research Question 1 204 Research Question 2 208 Research Question 3 211 Recommendations 215 Proposed undergraduate curriculum 217 Conclusions 226 References 230 Appendixes 246 Appendix A: IRB Application Form (with extension) 247 Appendix B: Introductory e-mail with Informed Consent Form 257 Appendix C: Delphi Round 1 - Survey Instrument 260 Appendix D: Delphi Round 2 - Survey Instrument 267 Appendix E: Delphi Round 3 - Survey Instrument 271 Appendix F: Delphi Round 4 - Survey Instrument 279 vii List of Tables Table 1 HSDEC Core Curriculum Recommendations 43 Table 2 Comparison of traditional survey with Delphi method 73 Table 3 ERAU Study - Educational Objectives for a BS in HS 91 Table 4 ERA U Study - General Program Outcomes for a BS in HS 92 Table 5 ERA U Study - Core Academic Areas / Outcomes for a BS in HS 93 Table 6 Round I, Iteration 1 Results: Consensus on Original CAAs 125 Table 7 Round 1, Iteration 2 Results: 25 Revised CAAs 127 Table 8 Round I, Iteration 3 Results: 15 Final CAAs 129 Table 9 Round 2 - Iteration 1\ Consensus on Initial OPOs 132 Table 10 Round 2 - Iteration 2: Consensus on Revised OPOs 135 Table 11 Round 2 - Iteration 3: Consensus on Revised OPOs 137 Table 12 Round 2 - Iteration 4: Consensus on Revised OPOs 140 Table 13 Round 2 - Iteration 5: Final Consensus on Eight OPOs 142 Table 14 Round 3 - Iteration 1: Consensus on Initial PSOs 145 Table 15 Round 3 - Iteration 2: Consensus on Revised PSOs 148 Table 16 Round 3 - Iteration 3: Final Consensus on Revised PSOs 150 Table 17 Round 4 - Question I Results: Occupation Type 157 Table 18 Round 4 - Question 2 Results: Length of Occupation 158 Table 19 Round 4 - Question 3 Results: Teaching Experience 158 Table 20 Round 4 - Question 4 Results: Education Level 159 Table 21 Round 4 - Question 5 Results: HS Degree Offered 160 Table 22 Round 4 - Question 6 Results: Level of HS Degree Offered 161 Table 23 Round 4 - Question 7 Results: HS Enrollments 162 Table 24 Round 4 - Question 8 Results: Similar HS Programs 163 Table 25 Round 4 - Question 9 Results: Future HS Course Offerings 164 Table 26 Round 4 - Question 10 Results: National Accreditation 166 Table 27 Round 4 - Question 11 Results: Oversight of HS Education 167 Table 28 Round 4 - Question 12 Results: Oversight of Curriculum 168 Table 29 Round 4 - Question 13 Results: Weighting CAAs 168 Table 30 Round 4 - Question 14 Results: Defining HS 170 Table 31 Round 4 - Question 15 Results: Appropriateness of Delphi Study 171 Table 32 Round 4 - Question 16 Results: Standardized Curriculum 171 Table 33 Round 4 - Question 17 Results: Conceptual vs. Operational 172 Table 34 Round 4 - Question 18 Results: Wide and Shallow Curricula 173 Table 35 Round 4 - Question 19 Results: Narrow and Deep Curricula 173 Table 36 Round 4 - Question 20 Results: Established Discipline 174 Table 37 Round 4 - Question 22 Results: Conceptual vs. Training 175 Table 38 Round 4 - Question 22 Results: Co-op or Internship 176 Table 39 Round 4 - Question 23 Results: Foreign Languages 177 Table 40 Round 4 - Question 24 Results: Type of Foreign Language 177 Table 41 Round 4 - Question 25 Results: Capstone Project 178 Table 42 Round 4 - Question 26 Results: Thesis 179 Table 43 Round 4 - Question 27 Results: Test-out Option 180 Table 44 Round 4 - Question 28 Results: Training vs. Education 181 viii Table 45 Round 4 - Question 29 Results: HS Equals HD 182 Table 46 Round 4 - Question 30 Results: HS vs. CJ, LE, or EM 183 Table 47 Round 4 - Question 31 Results: Outcomes-Based Criteria 183 Table 48 Round 4 - Question 32 Results: Pre-test and Post-Test 184 Table 49 Round 4 - Question 33 Results: Survey Satisfaction 185 Table 50 Mean of 5-point Likert scale Questions (#10-33) 189 Table 51 Proposed Curriculum - Summary of CAAs and PSOs 218 Table 52 Proposed Curriculum - Summary of OPOs 225 ix List of Figures Figure 1. Flowchart of the Delphi process methodology 102 Figure 2.
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