The role of faculty in the implementation of an unfunded statewide curricular mandate

Abstract

This case study used qualitative research methods to examine the role faculty play in the application of a general education policy mandate in the state of Missouri. Senate bill 997 required that general education be transferable between all public colleges and universities in the state. To aid in this endeavor, a committee made of faculty representatives from those colleges and universities were to consult on that curriculum and review courses to be included in a shared set of general education courses. For this research, ten members of this committee responded to surveys, eight of those ten members were interviewed, and primary documents were analyzed to search for patterns in structure and power manifestation. This data was analyzed using Freire's (1970/2000) banking concept and Bolman and Deal's (2013) structural frame. The results were that faculty expertise was central to committee selection, but preparation for this work was not a priority. Additionally, selection processes for this committee were inconsistent. The curricular work for this committee was intense and came with little reward or structural support. Faculty expected the work to be more advisory instead of policy creation. And, there were many narratives of power. These findings indicate further investigation into the structure of faculty roles in policy work, especially in regard to curriculum, are needed.