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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/238

Title: Factors influencing higher distance education consortium persistence
Authors: Preston, Gordon
Supervisor(s): Cleveland-Innes, Marti (Centre for Distance Education, Athabasca University)
Examining Committee: Anderson, Terry (Centre for Distance Education, Athabasca University)
Ives, Cindy (Athabasca University)
Archer, Walter (University of Alberta)
Degree: Doctor of Education (EdD) in Distance Education
Department: Centre for Distance Education
Keywords: Consortium
Issue Date: 14-Nov-2017
Abstract: In recent years there has been increased interest in higher education consortia, especially within distance education; however, there has been limited research which would shed light on factors influencing persistence among these entities. Research has been especially limited in determining the extent to which the alignment of a consortium’s operations with the cultural logics of the surrounding educational environment has been a persistence factor. This study engaged in a comparative case study of higher distance education consortia. The investigation entailed selecting four consortia to be studied, ascertaining the cultural logics of the consortia and the respective external educational environment and ascertaining the factors contributing to, or detracting from consortia persistence. The methodology for ascertaining the logics included document review and open-ended questions of knowledgeable agents. The data collected was analyzed for emergent themes related to organizational persistence, including alignment with cultural logics. The analysis employed several theoretical frameworks which were triangulated to determine the prominent factors influencing consortia persistence in this context.
Graduation Date: Jun-2018
URI: http://hdl.handle.net/10791/238
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