Citation

Witnessing a crack in the California Master Plan for Higher Education: The historical and political contexts shaping the CSU Doctorate in Educational Leadership

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Abstract:

Word of the passing of California’s Senate Bill 724, which established an Education Doctorate in Educational Leadership for the California State University (CSU) system, quickly spread through colleges of education in the CSU in late 2005. For the first time since the establishment of California’s Master Plan for Higher Education in 1960, the 23-campus system would be able to confer a doctoral degree, independent of the UC or other private universities. Colleges of education at 18 of the CSU campuses are implementing already approved programs or preparing documents for future program accreditation and responding to the sometimes conflicting mandates of legislation, the Chancellor’s Office, accreditation organizations, community advisory boards, and their own institutions. This has made for a complex policy implementation process presenting challenges for university administration, deans, and faculty who are experiencing the new policy on the ground.
This paper presents a historical and political backdrop to the current context so as to better understand the changes taking place in the doctoral-level leadership education offered to California’s educators. Based on an on-going qualitative study that draws heavily on text analyses of policy documents, legislative reports, and institutional letters and reports (i.e., CPEC 1987, 2000, 2007; CSU 2001, 2006) along with interviews of state level policy actors and former university administrators, the paper discusses the history of the CSU’s efforts to award doctoral degrees (Callan 1992; Kerr 1992); the politics operating around California’s three-tiered system of higher education as established by the Master Plan (Bastedo 2007); and how the history and politics that shaped opportunities for the CSU to expand its mission to include conferring independent doctorates also can be seen influencing the goals and implementation of the new degree programs.
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


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URL: http://citation.allacademic.com/meta/p378237_index.html
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MLA Citation:

Andre-Bechely, Lois. "Witnessing a crack in the California Master Plan for Higher Education: The historical and political contexts shaping the CSU Doctorate in Educational Leadership" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378237_index.html>

APA Citation:

Andre-Bechely, L. "Witnessing a crack in the California Master Plan for Higher Education: The historical and political contexts shaping the CSU Doctorate in Educational Leadership" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378237_index.html

Publication Type: Symposium Paper
Abstract: Word of the passing of California’s Senate Bill 724, which established an Education Doctorate in Educational Leadership for the California State University (CSU) system, quickly spread through colleges of education in the CSU in late 2005. For the first time since the establishment of California’s Master Plan for Higher Education in 1960, the 23-campus system would be able to confer a doctoral degree, independent of the UC or other private universities. Colleges of education at 18 of the CSU campuses are implementing already approved programs or preparing documents for future program accreditation and responding to the sometimes conflicting mandates of legislation, the Chancellor’s Office, accreditation organizations, community advisory boards, and their own institutions. This has made for a complex policy implementation process presenting challenges for university administration, deans, and faculty who are experiencing the new policy on the ground.
This paper presents a historical and political backdrop to the current context so as to better understand the changes taking place in the doctoral-level leadership education offered to California’s educators. Based on an on-going qualitative study that draws heavily on text analyses of policy documents, legislative reports, and institutional letters and reports (i.e., CPEC 1987, 2000, 2007; CSU 2001, 2006) along with interviews of state level policy actors and former university administrators, the paper discusses the history of the CSU’s efforts to award doctoral degrees (Callan 1992; Kerr 1992); the politics operating around California’s three-tiered system of higher education as established by the Master Plan (Bastedo 2007); and how the history and politics that shaped opportunities for the CSU to expand its mission to include conferring independent doctorates also can be seen influencing the goals and implementation of the new degree programs.


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