Adult and Organizational Learning and Policy Development in Environments of Gray

Autor/in	Fair-Szofran, Nancy C.
Titel	Adult and Organizational Learning and Policy Development in Environments of Gray
Quelle	(2010), (240 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Idaho
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-6537-3
Schlagwörter	Hochschulschrift; Dissertation; Postsecondary Education; Legislators; Ideology; Policy Analysis; Student Financial Aid; Tuition; Politics of Education; Adult Learning; Organizational Development; Policy Formation; Values; Decision Making; Case Studies; State Aid; State Government; State Legislation; Financial Policy; Educational Policy; Educational Finance; Idaho + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Post-secondary education; Tertiäre Bildung; Ideologie; Politikfeldanalyse; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Unterweisung; Unterricht; Educational policy; Bildungspolitik; Adulte education; Adult training; Erwachsenenbildung; Organisationsentwicklung; Politische Betätigung; Wertbegriff; Decision-making; Entscheidungsfindung; Case study; Fallstudie; Case Study; Bund-Länder-Beziehung; Landesrecht; Fiscal policy; Finanzpolitik; Politics of education; Bildungsfonds
Abstract	Adult and Organizational Learning and Policy Development in Environments of Gray The purpose of this study was to describe, analyze and provide an understanding of the values that influence state legislators' decision-making as it relates to appropriations, tuition and fees, and financial aid for public postsecondary education in Idaho. The study includes a description of the culture of policy-making which defines the limits and boundaries of policy possibilities. The research method for this case study is interpretive policy analysis, based on the assumption that we live in a social world characterized by the possibility of multiple interpretations which do not lead to universal, objective claims. The aim is not to present final answers but to stimulate closer cooperation so that a more mature body of knowledge may come into being. The Idaho State Board of Education hosted the Changing Direction: Integrating Higher Education Financial Aid and Financing Policy project on January 6, 2005. On the basis of other participating states' experiences, the knowledge and experience gained by participation in this project could be used to implement improvements to the existing policymaking framework. It was anticipated that by bringing policymakers, educators, and business leaders together to educate and inform, they would be able to develop tuition, financial aid, and appropriation policies that were aligned. Rokeach observed that politics in the United States is a continuum of liberal to conservative ideologies expressed in a two-value model, "freedom" and "equality". Republicans (conservatives) place more importance on freedom ; whereas Democrats (liberals) place more importance on "equality". The continuum finds ultra conservatives and ultra liberals at opposite ends of the spectrum while the moderates of both ideologies are placed along the continuum. The Idaho legislators in this study support the two-value model. Although policy alignment is highly desirable the distribution of resources follows traditional distributions of power and influence. By convening key leadership (governor, board members, elected officials, college and university presidents, students, citizens, business and industry leaders) to collaboratively develop and implement a shared and strategic public agenda for postsecondary education, Idaho will secure and sustain access and opportunity for future Idahoans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10