Negotiating the powers and the pressures of planned program implementation : a case study of the Texas Skills Standards Certification Projects /
This qualitative study examined the interplay of the external
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1997.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=739842021&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This qualitative study examined the interplay of the external context and the background and experience of project staff as they planned and implemented the Texas Skills Standards Certification Projects (TSSCP). Its purpose was to: (a) describe how the senior staff perceived external powers and pressures; (b) examine how they handled those powers and pressures as they engaged in planning; and (c) understand how they used their prior knowledge and experience to facilitate the planning process. A descriptive examination indicated that the senior staff considered planning to be important and that they used a variety of methods to accomplish this task. Interpretations that transcended the findings showed that the planners: (a) believed the desires of the public and private sectors were appropriate and accepted them without coercion- (b) believed that the interests of the students were the same as the interests of the public and private sectors; (c) acted in a manner consistent with a consensus perspective of society in which social norms and values are not questioned; (d) accepted the educational needs of the state over those of the individual; and (e) failed to include all stakeholder groups in their planning. The study confirmed that external power and pressure can affect planning processes and outcomes even when the planners assume the project is politically neutral. Two perceptions of the TSSCP planners emerged as pivotal; (a) they do not accurately perceive power relationships as they plan and implement their projects, and (b) they do not accurately perceive the motives of project stakeholders, even though they assume that they do. These two perceptions affect the actions of the planners as they encounter interests and negotiate with stakeholders. The planners do not perceive that they negotiate these interests. They believe that they engage in negotiation because of barriers or obstacles. However, they recognize the interests of stakeholders when they facilitate activities. In these instances the planners advance progress toward project goals rather than bargain for the composition of those goals. The planners' perceptions also contribute to their lack of diligence in soliciting and supporting the legitimacy of minority, underrepresented, and less popular viewpoints. |
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| Item Description: | Vita. "Major Subject: Educational Human Resource Development". |
| Physical Description: | viii, 118 leaves ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references: pages 108-115. |