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An Historical Study: the Translation of the Mission and Vision of The Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations 2006 An Historical Study: The rT anslation of the Mission and Vision of the School of Education of Duquesne University Into Action Through the Major Pursuits and Achievements of the Deans in Response to the Needs of the Profession 1929 to 2004 Fred Webb Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Webb, F. (2006). An Historical Study: The rT anslation of the Mission and Vision of the School of Education of Duquesne University Into Action Through the Major Pursuits and Achievements of the Deans in Response to the Needs of the Profession 1929 to 2004 (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1345 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. AN HISTORICAL STUDY: THE TRANSLATION OF THE MISSION AND VISION OF THE SCHOOL OF EDUCATION OF DUQUESNE UNIVERSITY INTO ACTION THROUGH THE MAJOR PURSUITS AND ACHIEVEMENTS OF THE DEANS IN RESPONSE TO THE NEEDS OF THE PROFESSION 1929 TO 2004 by Fred L. Webb Submitted in partial fulfillment of the requirements for the degree Doctor of Education Interdisciplinary Doctoral Program for Educational Leaders School of Education Duquesne University December, 2006 ii Signature Page iii Copyright By Fred L. Webb 2006 iv Abstract The Translation of the Mission and Vision of the School of Education of Duquesne University into Action Through the Major Pursuits and Achievements of the Deans in Response to the Needs of the Profession from 1929 to 2004, is an historical qualitative study based upon a document analysis of the public archive records at Duquesne University. This study traces the mission of the School of Education from its founding, the translation of the mission into visions by the Deans and their resulting actions, pursuits and major accomplishments. The purpose of the study is to document the translation of the mission and visions into actions by the Deans leading to significant accomplishments in response to the needs of the profession during their time of service. The importance of examining the formulation, implementation and evaluation of strategic and operational planning for higher education institutions is becoming essential to the reform activity currently impacting teacher education. This study assists the planning process and may be applicable to the broader field of Christian higher education. The research concentrates upon selecting the major aspects of organizational theories and processes used to add value to the original inputs or resources. This is the value added component of an organization. Value added by the School of Education becomes the interpretive lens or perspective in analyzing the documents. The 21st century challenges for the Deans will be creating and leading the future by way of insights, trends, relationships, professional networks, processes, scanning and intuitive anticipation to transform the established mission into visionary plans that will continue to support the University’s visionary plans and objectives. v TABLE OF CONTENTS CHAPTER I: INTRODUCTION 1 Central Theme 1 Statement of the Problem 8 Purpose of the Study 9 Need for the Study 10 Objective 12 Research Questions 13 Definition of Terms 13 Summary 16 CHAPTER II: REVIEW OF THE LITERATURE 17 Historical Organizational Foundations Leading to Duquesne University’s School of Education 18 Needs of the Profession Higher Christian Education 21 Theoretical Framework - Organizational Theory 27 Mission Translated to Vision 40 Leadership: The Common Theme 47 Strategic and Tactical Planning: Avenue to Sustainability 52 Summary 55 CHAPTER III: METHODOLOGY 57 Limitations to the Study 63 Summary 64 vi TABLE OF CONTENTS (Cont’d.) CHAPTER IV: RESULTS OF DATA ANALYSIS 66 1929 to 1940 Deans of the School of Education 68 1929 to 1940, What Were the Values and Identity of the School of Education as Recognized by Each Dean? 70 1929 to 1940, What Were the Major External and Internal Influences for Transformative Change? 72 1929 to 1940, What Were the Major Needs of the Profession During Each of the Deans’ Service and How Were These Needs Met by the Deans? 79 1929 to 1940, What Were the Major Pursuits and Achievements of Each of the Deans? 80 1940 to 1961 Deans of the School of Education 82 1940 to 1961, What Were the Values and Identity of the School of Education as Recognized by Each Dean? 84 1940 to 1961, What Were the Major External and Internal Influences for Transformative Change? 85 1940 to 1961, What Were the Major Needs of the Profession During Each of the Deans’ Service and How Were These Needs Met by the Deans? 89 1940 to 1961, What Were the Major Pursuits and Achievements of Each of the Deans? 89 1961 to 1970 Deans of the School of Education 94 1961 to 1970, What Were the Values and Identity of the School of Education as Recognized by Each Dean? 95 1961 to 1970, What Were the Major External and Internal Influences for Transformative Change? 97 1961 to 1970, What Were the Major Needs of the Profession During Each of the Deans’ Service and How Were These Needs Met by the Deans? 98 vii TABLE OF CONTENTS (Cont’d.) 1961 to 1970, What Were the Major Pursuits and Achievements of Each of the Deans? 100 1970 to 1981 Deans of the School of Education 103 1970 to 1981, What Were the Values and Identity of the School of Education as Recognized by Each Dean? 105 1970 to 1981, What Were the Major External and Internal Influences for Transformative Change? 106 1970 to 1981, What Were the Major Needs of the Profession During Each of the Deans’ Service and How Were These Needs Met by the Deans? 107 1970 to 1981, What Were the Major Pursuits and Achievements of Each of the Deans? 108 1981 to1995 Deans of the School of Education 115 1981 to 1995, What Were the Values and Identity of the School of Education as Recognized by Each Dean? 117 1981 to 1995, What Were the Major External and Internal Influences for Transformative Change? 119 1981 to 1995, What Were the Major Needs of the Profession During Each of the Deans’ Service and How Were These Needs Met by the Deans? 120 1981 to 1995, What Were the Major Pursuits and Achievements of Each of the Deans? 121 1995 to 2004 Deans of the School of Education 129 1995 to 2004, What Were the Values and Identity of the School of Education as Recognized by Each Dean? 130 1995 to 2004, What Were the Major External and Internal Influences for Transformative Change? 133 1995 to 2004, What Were the Major Needs of the Profession During Each of the Deans’ Service and How Were These Needs Met by the Deans? 134 viii TABLE OF CONTENTS (Cont’d.) 1995 to 2004, What Were the Major Pursuits and Achievements of Each of the Deans? 135 CHAPTER V: DISCUSSION AND RESULTS/FINDINGS INTERPRETED IN LIGHT OF THE RESEARCH QUESTIONS 146 A Captivating History of the Core Values Leading to a Distinctive Identity for the School of Education 147 The Deans Responding to the Major Needs of the Profession 151 Separation of Church and State 152 The New Basics 154 Diversity, Multiculturalism and Special Education 156 Reform of Teacher Education 159 Technology 162 Total Quality 164 Ethics and Character Education 165 Cost of Education 167 Strategic Planning 169 Educational Leadership 170 Avoiding the Disengagement of Colleges and Universities from their Christian Faith 171 Recognition of Major External and Internal Influences for Transformative Change 173 The Value Added Perspective 173 Value Added Accomplishments: Dean Kirk 176 Value Added Accomplishments: Dean Redman 180 Value Added Accomplishments: Dean Pierce 182 ix TABLE OF CONTENTS (Cont’d.) Value Added Accomplishments: Dean Harcar 184 Value Added Accomplishments: Dean Niehaus 187 Value Added Accomplishments: Dean Kleyle 191 Value Added Accomplishments: Dean Livingston 195 Value Added Accomplishments: Dean Frayer 197 Value Added Accomplishments: Dean Whordley 200 Value Added Accomplishments: Dean Henderson 202 Value Added Accomplishments: Interim Dean McCown 207 Conclusions: Findings and Interpretation of Results 209 Implications Identified for the Future of the School 215 References 225 x LIST OF TABLES Table 1 Deans of the School of Education, Duquesne University 60 Table 2 Historical Matrix of the Translation of the Mission and Vision of the School of Education at Duquesne University by the Actions/Pursuits of the Deans of the School of Education 65 Table 3 Value Added Accomplishments: Dean Kirk 179 Table 4 Value Added Accomplishments: Dean Redman 181 Table 5 Value Added Accomplishments: Dean Pierce 183 Table 6 Value Added Accomplishments: Dean Harcar 185-186 Table 7 Value Added Accomplishments: Dean Niehaus 189-190 Table 8 Value Added Accomplishments: Dean Kleyle 193-194 Table 9 Value Added Accomplishments: Dean Livingston 196 Table 10 Value Added Accomplishments: Dean Frayer 198-199 Table 11 Value Added Accomplishments: Dean Whordley 201 Table 12 Value Added Accomplishments: Dean Henderson 204-206 Table 13 Value Added Accomplishments: Interim Dean McCown 208 xi LIST OF FIGURES Figure 1 Diagramming Basic Organizational Theory 30 Figure 2 Planning Model for Institutions of Higher Education 35 Figure 3 Explore a New Educational Paradigm 37 Figure 4 Major Archive Records – Duquesne University, School of Education 61 Figure 5 The School of Education, 1929-1930, Original Purpose/Mission 71 Figure 6 The Value Chain of Organizational Theory 175 Figure 7 Theoretical Organization Life Cycle 212 Figure 8 Organizational Life Cycle School of Education 214 xii ACKNOWLEDGEMENTS The IDPEL journey began several years ago at a time in my life when I experienced a calling to become fully engaged in a second career as an educator in a Christian environment.
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