Negotiating accountability: Administrative and legislative conceptions, characterizations, and strategies
AuthorLopez, John Emile
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis study examined senior academic administrators' and state legislators' conceptions of accountability, characterizations of one another, and negotiation strategies to understand more clearly the dynamics related to this dimension of higher education policymaking and practice. The design of this study was multiple case studies anchored in qualitative data gathering. I interviewed 14 individuals in a Midwestern state and 14 in a Western state. In each state, I interviewed seven state legislators and seven academic administrators from two public higher education institutions and the System Office. I analyzed the data by identifying first- and second-order themes, completing a categorical analysis, and using a conceptually ordered data matrix to conduct cross-case analysis. The study suggests that administrators and legislators: (1) have noticeably different conceptions of accountability, (2) somewhat accurately perceived how the other group conceives of accountability, and (3) report using problem-solving strategies and that members of the other group use contending strategies.
Degree ProgramGraduate College