Doctor of Philosophy (PhD)
Human Resource Education and Workforce Development
The purpose of this study was to explore the Southern Association of Colleges and Schools Commission on Colleges’ role of Accreditation Liaison to (a) explore the characteristics of the professionals who fill the Accreditation Liaison role and (b) understand factors that support or challenge liaisons. Within the theoretical framework of Kurt Lewin’s Field Theory, a sequential mixed-methods research design was employed to collect data in two phases. The quantitative method in the first phase was an on-line survey. The instrument focused on respondents’ educational, professional, and demographic characteristics, as well as their roles, responsibilities, and practices as Accreditation Liaisons. The second, qualitative, phase of the study relied on telephone interviews for data collection. Confidential interviews served to clarify survey responses, as needed, and to collect data regarding the factors that drive/support or block/challenge respondents in their roles as Accreditation Liaisons. Research findings are presented for both phases of the study, followed by meta-inferences, recommendations for future research, and considerations for higher education professionals whose work focuses on accreditation.
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Release the entire work immediately for access worldwide.
Molidor, Tracy W., "Institutional accreditation liaisons in the Southern Association of Colleges and Schools region: characteristics, responsibilities, and force field analysis" (2011). LSU Doctoral Dissertations. 3603.