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Distance Education Policy : a Study of the SREB Faculty Support Policy Construct at Four Virtual College and University Consortia

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Distance Education Policy : a Study of the SREB Faculty Support Policy Construct at Four Virtual College and University Consortia University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2009 Distance education policy : a study of the SREB faculty support policy construct at four virtual college and university consortia. Kathleen A. MacKenzie Follow this and additional works at: https://ir.library.louisville.edu/etd Part of the Online and Distance Education Commons Recommended Citation MacKenzie, Kathleen A., "Distance education policy : a study of the SREB faculty support policy construct at four virtual college and university consortia." (2009). Electronic Theses and Dissertations. Paper 2264. https://doi.org/10.18297/etd/2264 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. DISTANCE EDUCATION POLlCY: A STUDY OF THE SREB FACULTY SUPPORT POLICY CONSTRUCT AT FOUR VIRTUAL COLLEGE AND UNIVERSITY CONSORTIA. By Kathleen A. MacKenzie B. S., University of Louisville, 2000 M. Ed., University of Louisvi lle, 2001 A Dissertation Submitted to the Faculty of the Graduate School of the University of Louisville for the Degree of Doctor of Philosophy College of Education and Human Development University of Louisville Louisville, Kentucky May 2009 Copyright 2009 by Kathleen A. MacKenzie All rights reserved DEDICATION Dedico este trabajo a mis padres, Dorita y Adrian MacKenzie, por darme el regalo de la vida. A mi hem1ana, Diane, por ayudarme a descubrir el valor del conocimiento. A Hardy por compartir con migo su curiosidad en la tecnologia y los anos universitarios que compartimos. Y ami tfa Yolanda Corzantes por ser mi modelo de fortaleza e integridad. I dedicate this work to my parents, Dorita and Adrian, thank you for giving me the gift of life. Diane: thanks for instilling in me the passion and dedication to learn new things each day. To my brother Hardy for the college years we journeyed together and to my aunt Yoly for being my role model of resilience and integrity. III ACKNOWLEDGMENTS I would like to express my sincere appreciation and gratitude to the exceptional members of my dissertation committee: Dr. Carolyn Rude-Parkins for serving as my dissertation chair and program advisor; Dr. Thomas G. Reio, Jr., for his continuous support and playing an instrumental role in the completion of this study; Dr. Gale Rhodes, Dr. Ann Swank, and Dr. Sam Miller for their valuable assistance, excellent direction, advice, and for sharing their expertise through the process. Also, my sincerest gratitude goes to Dr. John Welsh for being the shining beacon of knowledge through my discovery journey in the field. Special thanks to Dr. Rhonda Epper, Dr. Myk Gam, and Dr. Douglas McCoy for their willingness to provide input for my study and their groundbreaking work in the field that served as the foundation for this study. I could not have completed this study without the valuable support and assistance of Dr. Gale Rhodes, Mr. Greg Vittitow, Mr. Bob Reed, Dr. Darlene Williams, and Ms. Julia Parker who facilitated access to their institutions' distance learning policies. Infinite thanks for your time, support, and priceless contributions. Lastly, I want to say thank you to the most important people in my life: Dorita, Adrian, Tita, Diane, Hardy, Yoly, Ruben, Jose Maria, and Mayra for your unconditional support and love. We did it! IV ABSTRACT DISTANCE EDUCATION POLICY: A STUDY OF THE SREB FACULTY SUPPORT POLICY CONSTRUCT AT FOUR VIRTUAL COLLEGE AND UNIVERSITY CONSORTIA. Kathleen A. MacKenzie May 5,2009 The present study has a three pronged purpose: one, describe how the faculty support policy construct developed by the Southern Regional Education Board (SREB) exists at four Virtual Colleges and Universities Consortia (VCU). Two, describe how VCUs degree of centralization and emphasis on business practices influences the faculty support policy construct of their respective sampled institutions. Three, search for patterns in policy characteristics across the same four VCUs accounting for their degree of centralization and emphasis on business practices. The study is among the first in-depth qualitative studies to apply SREB's faculty support policy construct to representative VCUs of the Epper and Gam taxonomy, delve into specific details of the faculty support policy construct proposed by SREB, and search for policy patterns among representative VCUs selected for the study. The study v provides much needed insight that is currently missing from the literature and that should assist university leaders, policy makers, and faculty in the administration of day-to-day activities at Virtual Colleges and Universities Consortia or academic collaborations. The study design is a multiple-case study. The design facilitated obtaining better insight, description, and discovery of how the faculty support policy construct exists today at the selected VCUs, how the construct influences the operation of each VCU, and if patterns exist in faculty support characteristics among the four institutions. The design encouraged a high level and comprehensive understanding of the phenomenon under study, distance learning policy, and the development of general theoretical statements. Data gathering techniques were semi-structured phone interviews and document analysis. Study findings revealed that the SREB faculty support policy construct exists at the four sample institutions with very distinct levels of intensity. Findings also revealed that sampled VCUs degree of centralization and business practice influence some faculty support policies implemented at the sampled higher education institutions. Lastly, findings reveal that patterns exist across higher education institutions in tem1S of faculty support policies. While some patterns diverge from the Epper and Gam taxonomy most pattems are just expected and consistent across higher education institutions. VI T ABLE OF CONTENTS PAGE DEDICATION ....... , ............... ............... ......... ...... ......................... III ACKNOWLEDGMENT .................................. '" ................... ,. .... ... .. IV ABSTRACT ................................................................................. V LIST OF FIGURES ..................... , . .. ...... .. .. .... .. .. .. .. .. .. .. .. .... x CHAPTER INTRODUCTION ..................................................... .. Problem Statement ..... " ..... " .... , . " . .. .. .. .. .. .. .. .. .. 5 Purpose of the Study.............................................. ..... 7 Significance of the Study.............................. ........... .... 7 Theoretical Framework............................................... 9 Research Questions................................................... 28 Operational Definitions and Terms................................. 29 Delimitation of the Study......................................... .... 32 II LITERATURE REVIEW............................................... 33 Distance Education.................................................... 36 Distance Education in Postsecondary Education Institutions... 40 Policy Vis-a-Vis Distance Higher Education...................... 47 Vll Business Concepts Applied to Distance Higher Education...... 51 Summary of Previous Research..................................... 55 III METHOD................................................................ 57 Case Studies........................................................ .... 58 Internal and External Validity....................................... 61 Sanlpling .......................... " ............. " ................... " 63 Bias...................................................................... 70 Materials and Procedures ................................ " .... '" .... 71 Human SUbject Protection........................................... 72 Study Procedures...................................................... 72 Sumnlary ..... " ............. " .... " ............................ " . 72 IV RESULTS ............................................................... 77 Central Enterprise Model: Kentucky Virtual Campus - 77 University of Louisville ............................................ '" Distributed Agency: Mississippi Virtual Community College 88 - Copiah-Lincoln Community College ............................ Central Agency Model: Florida Distance Learning 99 Consortium - University of Central Florida ....................... Distributed Enterprise: Louisiana Board of Regents Electronic 117 Campus - Northwestern University ............................... V DISCUSSION ....................................... , .................. Discussion ....................... " .................................. " 128 Findings ......................................... '" .. .... ... .. .. ....... 129 Implications for Educational Research.......................... .... 138 Limitations.............................................................. 139 V III Other Findings......................................................... 139 Future Research..................................................... ... 140 Conclusion........................................................... ... 142 REFEREN CES . 144 APPENDICES. '" ............
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