Policy analysis using sensemaking : implementation of an ambiguous policy mandate in institutions of public higher education
Abstract
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Institutions of higher education are facing educational policy reform and implementation challenges. In response to external and internal pressures to increase timely graduation rates, state lawmakers in Missouri adopted the Complete College America agenda and enacted laws impacting institutions of higher education. This study utilized a qualitative case study designed to explore policy analysis using sensemaking of leaders at two institutions of public higher education - a two-year college and a four-year university - responsible for implementation of the new policy mandate in their institutions. This study drew on the theoretical framework of Weick's (1995) seven sensemaking properties, and reports findings drawn from interviews, observations, and document analysis that sought to investigate leaders' sensemaking experiences implementing the 15-to-Finish Initiative at their institution. Qualitative findings revealed that sensemaking plays a crucial role in the implementation process of leaders implementing a new policy mandate.
Degree
Ed. D.
Thesis Department
Rights
Access to files is limited to the University of Missouri--Columbia.