Abstract

The purpose of this study was to explain the process and implementation of an outcomes-based general education program at a public, doctoral/research-extensive institution from the perspective of faculty. The theory that emerged explains how different causal, intervening, and contextual conditions interact with and affect the phenomenon of general education reform.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 16-38
Launched on MUSE
2012-03-22
Open Access
No
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