Negotiating accountability: Administrative and legislative conceptions, characterizations, and strategies

Persistent Link:
http://hdl.handle.net/10150/279896
Title:
Negotiating accountability: Administrative and legislative conceptions, characterizations, and strategies
Author:
Lopez, John Emile
Issue Date:
2001
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study examined senior academic administrators' and state legislators' conceptions of accountability, characterizations of one another, and negotiation strategies to understand more clearly the dynamics related to this dimension of higher education policymaking and practice. The design of this study was multiple case studies anchored in qualitative data gathering. I interviewed 14 individuals in a Midwestern state and 14 in a Western state. In each state, I interviewed seven state legislators and seven academic administrators from two public higher education institutions and the System Office. I analyzed the data by identifying first- and second-order themes, completing a categorical analysis, and using a conceptually ordered data matrix to conduct cross-case analysis. The study suggests that administrators and legislators: (1) have noticeably different conceptions of accountability, (2) somewhat accurately perceived how the other group conceives of accountability, and (3) report using problem-solving strategies and that members of the other group use contending strategies.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Administration.; Political Science, Public Administration.; Education, Higher.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Higher Education
Degree Grantor:
University of Arizona
Advisor:
Rhoades, Gary

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleNegotiating accountability: Administrative and legislative conceptions, characterizations, and strategiesen_US
dc.creatorLopez, John Emileen_US
dc.contributor.authorLopez, John Emileen_US
dc.date.issued2001en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study examined senior academic administrators' and state legislators' conceptions of accountability, characterizations of one another, and negotiation strategies to understand more clearly the dynamics related to this dimension of higher education policymaking and practice. The design of this study was multiple case studies anchored in qualitative data gathering. I interviewed 14 individuals in a Midwestern state and 14 in a Western state. In each state, I interviewed seven state legislators and seven academic administrators from two public higher education institutions and the System Office. I analyzed the data by identifying first- and second-order themes, completing a categorical analysis, and using a conceptually ordered data matrix to conduct cross-case analysis. The study suggests that administrators and legislators: (1) have noticeably different conceptions of accountability, (2) somewhat accurately perceived how the other group conceives of accountability, and (3) report using problem-solving strategies and that members of the other group use contending strategies.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Administration.en_US
dc.subjectPolitical Science, Public Administration.en_US
dc.subjectEducation, Higher.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineHigher Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorRhoades, Garyen_US
dc.identifier.proquest3031419en_US
dc.identifier.bibrecord.b42289889en_US
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