Date of Award

Spring 5-1-2003

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Rebecca Libler

Second Advisor

Robert Boyd

Third Advisor

Dale Findley

Abstract

The purpose of the study was twofold. First, the study attempted to predict how post-secondary two-year college faculty embraced change as measured by the Stages of Concern Questionnaire (SoCQ). Second, the study assessed whether formal training in the use of assessment centers would affect the concerns, attitudes and perceptions of college faculty at a post-secondary two-year institution about the implementation ofthe assessment center innovation in their institutions. This study used existing data collected by Ivy Tech State College- Wabash Valley Region. The population consisted of 44 faculty members from Ivy Tech State College- Wabash Valley Region who completed the SoCQ at the beginning ofthe fall 2001 semester and again at the beginning of the spring 2002 semester in reference to the College's new assessment center, as a request ofthe current administration. The Stages of Concern Questionnaire (SOCQ) from the Concerns-Based Adoption Model (CBAM) of change provided the framework for the quantitative component of this study. A statistical analysis was conducted regarding the stages of concern of faculty. SPSS software was used to run independent sample t-tests and mixed design ANOV A. Qualitative elements ofthe study further defined the specific concerns of faculty. The following conclusions were drawn: 1) The literature is supported by the findings of this study in that the acceptance of change is not affected by demo graphical characteristics. 2) Even though this study showed changes in the stage of concern of the participants as expected from the literature, this study did not conclude that training made a difference in these changes in stages. 3) The most motivating factor in the use of the assessment center was that it was mandated by administration.

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