The Colorado Articulation Policy: An Implementation Study Using Interpretive Policy Analysis by ...

208 Pages·2012·4.3 MB·English

The Colorado Articulation Policy:
An Implementation Study Using Interpretive Policy Analysis
by
EUGENE A. WILKERSON III
B.S., Middle Tennessee State University 1993
M.S., St. Edwards University 2007

A dissertation submitted to the
University of Colorado – Colorado Springs
in partial fulfillment
of the requirements for the degree of
Doctor of Philosophy in Educational Leadership, Research, and Policy
Department of Leadership, Research, and Foundations
2012
i

© by Eugene A. Wilkerson III 2012

All Rights Reserved
ii

This Dissertation for the Doctor of Philosophy degree by
Eugene A. Wilkerson III
has been approved for the
Department of Leadership, Research, and Policy

__________________________________________________
Corinne Harmon, Chair

_________________________________________________
Al Ramirez

________________________________________________
Sylvia Martinez

_______________________________________________
Linda Watts

_______________________________________________
Sandra Foster
iii

Eugene A. Wilkerson III (Ph.D.)
The Colorado Articulation Policy: An Implementation Study Using Interpretive Policy
Analysis
Dissertation directed by Assistant Professor Corinne Harmon

This implementation policy analysis uses the methodology of interpretive policy
analysis, which is grounded in the theoretical framework of symbolic interaction to
examine how street-level bureaucrats understand and interpret policy. This study fills a
research gap by applying symbolic interaction theory to the study of higher education
articulation policy. Further, this study examines issues of power that surround
articulation. The research findings suggest that articulation policy implementers act as a
policy navigators and consumer protectors. The research will enable policy designers and
developers to understand how the implementation practices of those working at the micro
level affect policy outcomes.
Keywords: policy, policy implementation, symbolic interaction, interpretive
analysis, higher education
iv

DEDICATION
This accomplishment is not of my own doing. I stood on the shoulders of my wife,
Rochelle, and my son, Micah, throughout this journey. I am indebted to the UCCS
faculty who mentored me every step of the way.
Now, my charge is to use my education to benefit society.
Finally, to my father… your legacy lives on. I miss you dad.
v

TABLE OF CONTENTS
Chapter 1. Introduction 1
Construction of Problem 3
Purpose of Study 6
Research Question 8
Framework 8
Limitations 27
Chapter 2. Literature Review 30
Policy Analysis 30
Implementation Research in Education 36
Articulation Policy Research 42
Colorado Articulation Policy Review 48
Chapter 3. Methods 57
Qualitative Versus Quantitative 57
Research Design Influences 63
Data Collection 66
Data Analysis Process 83
Validity 88
Chapter 4 - Results 90
Analysis 90
Research Findings 99
Chapter 5 – Conclusion 127
References 139
Appendix 153
vi

TABLES
Table
1. Interview Participant Demographic Information 72

2. Participant Observations 77

3. Day-to-Day Observations 77

4. Built Space Observations 78

5. Artifacts 80

6. Deductive Coding by Parent Node 91

7. Word Frequency of Key Words – Symbolic Language 97

8. Word Frequency of Key Words: Power – Asymmetrical,
Symbolic Acts - Myths, Symbolic Objects - Programs 97

9. Text Search Theme 99

10. Triangulation of Themes 127
vii

FIGURES
Figure
1. Yanow Methodology 13

2. Modified Yanow Methodology 15

3. Bamberger Model 29

4. Honig Policy Implementation Model 41

5. Interactions within the Unit of Analysis 60

6. Creswell Data Spiral 84

7. Word Frequency Cluster Analysis for Nodes 93

8. Code Frequency Cluster Analysis for Nodes 94
1

CHAPTER 1
INTRODUCTION
Within the state of Colorado, the Statewide Transfer Policy governs the
movement of students between public institutions of higher education. Codified into law
in 2001, the policy evolved from House Bill (HB) 01-1263 and 01-1298. HB 01-1263
outlines the Student Bill of Rights, sets requirements for the number of hours necessary
for the completion of degrees, and establishes the need for a common core curriculum of
general education requirements ("Student Bill of Rights," 2001). HB 01-1298 outlines
the important role that the transfer process plays in student success. Further, it authorizes
the Colorado Department of Higher Education (CDHE) to convene a commission to
establish the policies necessary to develop common course numbering among institutions
of higher education (Common Course Numbering, 2001). These laws place the
responsibility for policy development with the Colorado Department of Higher Education
(CDHE) and set into motion the development of the Statewide Transfer Policy. The
stated goals of this policy are to ensure access to education and facilitate degree
completion for undergraduate students (Statewide Transfer Policy, 2007, p. 73).
To foster the movement of students, the CDHE created the General Education
Council, a committee of 25 educational leaders that includes faculty, academic vice
presidents, and representatives from other higher education governing boards. Working
through this committee, CDHE established two degree-based transfer agreements via the
Associate of Arts Degree and Associate of Science Degree. These agreements set
requirements for the acceptance of credits at four-year institutions when students
2

complete the degree curriculum (Statewide Transfer Policy, 2007). To enhance the
portability of college credits, in 2010 the legislature passed HB 10-1208 which mandates
that by July 2012, the state develop a total of four degree-based transfer agreements and
by 2014, a total of 14 (Statewide Transfer Agreement Requirement, 2010). Although
changes to facilitate transfer are occurring at the macro level, the perspective of the
frontline administrator working at the micro level is often absent from the discussion.
This study focuses on the frontline administrators in higher education who work
directly with students to implement articulation policies. Specifically, this policy study
examines how the understanding and interpretation of articulation policies in Colorado at
the micro level contributes to or encumbers policy outcomes. Further, the study
identifies factors at this micro level that are influencing policy interpretation. The study
uses the qualitative research method of interpretation policy analysis, which is grounded
in the theoretical framework of symbolic interaction (Yanow, 2000). Using a state-level
unit of analysis, it employs a single case study approach that focuses on interviews with
and observations of frontline administrators who are responsible for policy
implementation. Further, the study also examines relevant documents including the
various iterations of the Colorado Statewide Transfer Policy, the laws that govern the
policy, and documents developed at the micro level that speak to, discuss, or support
policy implementation. Although this study has a micro level focus, it is important to
remember that the perspective of frontline administrators is not formed in a vacuum. As
a result, this study includes interviews with educational leaders who operate between the
micro and macro levels of the policy space.