An External Perspective on Institutional Catholicity in Higher Education: a Case Study
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Classroom Scheduling in Higher Education: A Best Practices Approach A dissertation submitted by Leslie A. Jacobson to Benedictine University in partial fulfillment of the requirements for the degree of Doctor of Education in Higher Education and Organizational Change Lisle, Illinois May 2013 Approved: _________________________________ Terry Ludwig, PhD ____________ Dissertation Committee Director Date _________________________________ Stephen Nunes, EdD ____________ Dissertation Committee Chair Date _________________________________ Anne George, PhD ____________ Dissertation Committee Reader Date _________________________________ Alan Gorr, PhD ____________ Dean, College of Education and Health Services Date Copyright © 2013 Leslie A. Jacobson Some rights reserved. ii ACKNOWLEDGEMENTS This is by far the largest academic undertaking that I have ever attempted. I would be remiss if I did not acknowledge those who have supported me in accomplishing my goals. I would first like to thank my dissertation director, Dr. Terry Ludwig. Your experience and heartfelt humor provided wisdom, patience, and excellent advice. I will keep that experience with me always. To Dr. Nunes and to Dr. George, thank you for the countless hours of editing and feedback. I appreciate your expertise, time, and energy spent to make my research meaningful and to help me make change in the future of higher education. To the faculty, staff, and students at Benedictine University, it was an honor to move through the program together. I have learned much from each of you and have broadened my horizons in the process. To Tim and Dawn, thank you both for your friendship, for your encouragement, and for being a part of my life. When faced with any obstacle (real or perceived), you were always there cheering me on. I would not have made it without you. To my family, friends, neighbors, and colleagues, thank you for your support, for proofreading my work, and for your understanding. iii DEDICATION To Kyle, you are the love of my life and my best friend. Thank you for all that you do to support me. Without your encouragement, sacrifice, and unwavering support, I could not have accomplished this goal. To Josh and Britney, although we have missed much time together, you have without question, supported me knowing that this was a lifelong goal. Thank you for your patience and understanding. I love you both! To my parents, throughout my entire life, you have stressed the importance of education. Thank you for encouraging me to pursue my dreams! iv EPIGRAPH “The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.”—Albert Einstein v vi TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................... iii LIST OF FIGURES ........................................................................................................... ix LIST OF TABLES ...............................................................................................................x ABSTRACT ....................................................................................................................... xi CHAPTER 1: INTRODUCTION ......................................................................................12 Need for the Study .............................................................................................................13 Purpose of the Research .....................................................................................................14 Research Questions ............................................................................................................16 Definition of Terms............................................................................................................16 Researcher Perspective ......................................................................................................18 Summary ............................................................................................................................19 CHAPTER 2: REVIEW OF RELATED LITERATURE ..................................................20 Background ........................................................................................................................20 Accountability ....................................................................................................................24 Classroom Scheduling .......................................................................................................31 Summary ............................................................................................................................48 CHAPTER 3: METHODOLOGY .....................................................................................49 Restatement of the Purpose of the Research ......................................................................50 Research Questions ............................................................................................................50 Research Design.................................................................................................................51 Sample and Population ......................................................................................................52 vi Instrumentation ..................................................................................................................53 Delimitations of the Research ............................................................................................56 IRB Approval and Respondent Confidentiality .................................................................57 Data Collection and Procedures .........................................................................................58 Data Analysis .....................................................................................................................59 Reliability ...........................................................................................................................61 Validity ..............................................................................................................................61 Summary ............................................................................................................................62 CHAPTER 4: RESULTS ...................................................................................................63 Procedures ..........................................................................................................................63 Results ................................................................................................................................65 Demographic Data and Characteristics ......................................................................66 Institutional Data and Characteristics ........................................................................66 Technology ................................................................................................................68 Answering the Research Questions ...................................................................................71 Most Influential Internal Force Elements ..................................................................73 Most Influential External Force Elements .................................................................73 Best Practices in Classroom Scheduling Process Elements .......................................76 Best Practices in Classroom Scheduling Policy Elements .........................................78 Biggest Challenges in Creating a Schedule Accommodating Multiple Formats .......81 Creation of the Self-Score Sheet ........................................................................................82 Summary ............................................................................................................................83 CHAPTER 5: DISCUSSIONS, IMPLICATIONS, AND SUMMARY ............................84 vii Conclusions ........................................................................................................................86 Most Influential Internal Force Elements ..........................................................................86 Most Influential External Force Elements .........................................................................87 Best Practices in Classroom Scheduling Policy Elements .................................................87 Best Practices in Classroom Scheduling Process Elements ...............................................88 Biggest Challenges in Creating a Schedule Accommodating Multiple Formats ...............89 Summary of Best Practices in Classroom Scheduling .......................................................89 Recommendations for Future Research .............................................................................91 Limitations and Assumptions of the Research...................................................................91 Limitations .................................................................................................................91 Assumptions ...............................................................................................................92 Application .........................................................................................................................93 REFERENCES ..................................................................................................................94