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The Process of General Education Reform from a Faculty Perspective: A Grounded Theory Approach
- The Journal of General Education
- Penn State University Press
- Volume 61, Number 1, 2012
- pp. 16-38
- 10.1353/jge.2012.0007
- Article
- Additional Information
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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.