東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Perspectives and practices related t...

Sperling, Erin Lynn Heath.

Linked to FindBook

Google Book

Amazon

博客來

Perspectives and practices related to higher education policy-making: A case study analysis of one legislative session in Minnesota.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Perspectives and practices related to higher education policy-making: A case study analysis of one legislative session in Minnesota./
Author:	Sperling, Erin Lynn Heath.
Description:	216 p.
Notes:	Adviser: Darwin D. Hendel.
Contained By:	Dissertation Abstracts International68-08A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3279706
ISBN:	9780549208730

Perspectives and practices related to higher education policy-making: A case study analysis of one legislative session in Minnesota.
Sperling, Erin Lynn Heath.

Perspectives and practices related to higher education policy-making: A case study analysis of one legislative session in Minnesota. - 216 p.

Adviser: Darwin D. Hendel.

Thesis (Ph.D.)--University of Minnesota, 2007.

This qualitative research focuses on stakeholder perspectives regarding Dunn's (1994) agenda-setting and policy formulation stages of the higher education funding policy process in Minnesota during the 2005 legislative session. Baumgartner and Jones' (1993) Punctuated Equilibrium Theory was applied to analyze responses from 35 interviews with state legislators, government staff, higher education administrators, policy experts, and students, to determine whether the presence of the 2004 Citizens League report resulted in a substantial shift in higher education funding policy perspectives of stakeholders. Findings, which were divided into primary and secondary influences, depending on whether or not a response was mentioned by more than one-third of the study participants, suggested that personal characteristics of actors both within and outside the immediate policy arena increased the likelihood of successfully influencing the higher education funding policy discussions. Political conservatism and economic scarcity, however, reduced opportunities for policy innovation. The dominant definition of "higher education as a public good" used in policy discussions was also addressed, as well as the cyclical nature of policy-making. The primary higher education funding conflict of the 2005 legislative session, which was whether to support policies that support student access or student choice, was also discussed. Implications for research, policy, and practice were also addressed.

ISBN: 9780549208730Subjects--Topical Terms:

626645
Education, Administration.

Perspectives and practices related to higher education policy-making: A case study analysis of one legislative session in Minnesota.
LDR:02500nam 2200313 a 45 001 946687
005 20110523
008 110523s2007 ||||||||||||||||| ||eng d
020 $a 9780549208730
035 $a (UMI)AAI3279706
035 $a AAI3279706
040 $a UMI $c UMI
100 1 $a Sperling, Erin Lynn Heath. $3 1270101
245 1 0 $a Perspectives and practices related to higher education policy-making: A case study analysis of one legislative session in Minnesota.
300 $a 216 p.
500 $a Adviser: Darwin D. Hendel.
500 $a Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3312.
502 $a Thesis (Ph.D.)--University of Minnesota, 2007.
520 $a This qualitative research focuses on stakeholder perspectives regarding Dunn's (1994) agenda-setting and policy formulation stages of the higher education funding policy process in Minnesota during the 2005 legislative session. Baumgartner and Jones' (1993) Punctuated Equilibrium Theory was applied to analyze responses from 35 interviews with state legislators, government staff, higher education administrators, policy experts, and students, to determine whether the presence of the 2004 Citizens League report resulted in a substantial shift in higher education funding policy perspectives of stakeholders. Findings, which were divided into primary and secondary influences, depending on whether or not a response was mentioned by more than one-third of the study participants, suggested that personal characteristics of actors both within and outside the immediate policy arena increased the likelihood of successfully influencing the higher education funding policy discussions. Political conservatism and economic scarcity, however, reduced opportunities for policy innovation. The dominant definition of "higher education as a public good" used in policy discussions was also addressed, as well as the cyclical nature of policy-making. The primary higher education funding conflict of the 2005 legislative session, which was whether to support policies that support student access or student choice, was also discussed. Implications for research, policy, and practice were also addressed.
590 $a School code: 0130.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Finance. $3 1020300
650 4 $a Education, Higher. $3 543175
650 4 $a Political Science, Public Administration. $3 1017438
650 4 $a Sociology, Organizational. $3 1018023
690 $a 0277
690 $a 0514
690 $a 0617
690 $a 0703
690 $a 0745
710 2 $a University of Minnesota. $3 676231
773 0 $t Dissertation Abstracts International $g 68-08A.
790 $a 0130
790 1 0 $a Hendel, Darwin D., $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3279706