Instructions:
The Carnegie Project on the Education Doctorate (CPED) (n.d.) has defined a problem of practice as “a persistent, contextualized, and specific issue embedded in the work of a professional practitioner, the addressing of which has the potential to result in improved understanding, experience, and outcomes.”
One theme that abounds in current leadership literature is the redefining of leadership and the skills required to navigate and lead in disruptive environments rife with problems of practice and often directly connected to the relentless cadences of data and information. Effective leaders are increasingly expected to be consumers of large volumes of data, often being released at unprecedented velocity, in a variety of different forms, with tremendous variability and complexity (SAS, n.d.).
References
Carnegie Project on the Education Doctorate. (n.d.). The framework. https://www.cpedinitiative.org/page/framework
SAS. (n.d.). Big data: What it is and why it matters. SAS Insights. https://www.sas.com/en_us/insights/big-data/what-is-big-data.html
Read the following case study:
● Altman, B. W., & Vitucci, S. S. (2015). Constituent building to form a new university and promote regional economic development. Journal of Case Studies, 33(1), 59–70.
As you read the case study, watch for habits of mind that you see at work for the Central Texas University task force. Think about whether existing habits should be reinforced and if there any absent that you judge would be beneficial for the LTG and stakeholders to embrace. The other element of the case study you will want to pay special attention to is how data can be used to define and address the problem of practice.
For your assessment this week, complete the following sections of the Problems of Practice Template [DOCX]
Download Problems of Practice Template [DOCX]
:
● Part 1: Foundation Description and Problem Identification. ● Part 2: Diagramming and Application of Systems Thinking Concepts. ● Part 3: Diagramming and Communication of Existing Data.
○ What is the evidence? ● Part 4: Data Collection Plan.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies:
● Competency 1: Use systems thinking to evaluate problems of practice and opportunities for improvement.
○ Provide a background narrative of relevant information for Part 1 including, site information, the purpose of the foundation, the stakeholders and participants, existing data, missing data, Foundation goals/objectives, mission, and vision are clearly identified and stated.
○ Provide an initial clear single problem statement that is void of causes and/or solutions that have not yet been implemented.
● Competency 4: Apply critical thinking skills and habits of mind to analyze problems of practice.
○ Provide an alignment of Foundation information with systems thinking concepts. Diagrams/maps of the dynamics and tensions related to the problem illustrate an understanding of system concepts at work in the Foundation.
○ Design questions that will be used to complete missing data. ○ Provide methods for collecting missing data that align with
questions that have a high probability of successfully answering questions with the specific data needed.
○ Identify probable sources of data. ● Competency 5: Communicate effectively for a given purpose and
audience. ○ Provide 3 or 4 descriptive figures and charts to display existing
data, and include an explanation of trends and projections resulting from the analysis.
○ Create a narrative that includes an explanation of how data collected will be expected to provide answers to questions.
○ Communicate clearly, supporting a central idea with appropriately formatted citations and correct grammar, usage, and mechanics.
○ MUST BE IN APA FORMAT
**Title: Analyzing and Addressing Problems of Practice: A Case Study on Central Texas University**
**Introduction**
In educational leadership, addressing persistent issues requires a systematic approach that incorporates data, stakeholder perspectives, and thoughtful analysis. The Carnegie Project on the Education Doctorate (CPED) defines a problem of practice as a contextualized issue impacting professional practice, which, when addressed, can enhance understanding and outcomes (Carnegie Project on the Education Doctorate, n.d.). This paper will explore the problem of practice at Central Texas University as presented in the case study by Altman and Vitucci (2015). By using systems thinking, critical analysis, and effective communication, the goal is to define and address the problem to promote regional economic development and academic growth.
**Part 1: Foundation Description and Problem Identification**
**Site Information and Purpose**
Central Texas University (CTU) was established to foster regional economic development and enhance educational opportunities. The university’s purpose is to provide accessible, high-quality education while stimulating regional economic growth through strategic partnerships and community engagement (Altman & Vitucci, 2015). The stakeholders involved include university administrators, faculty, local businesses, government officials, and community leaders.
**Mission, Vision, and Goals**
CTU’s mission is to “deliver exceptional education and promote regional prosperity through collaboration and innovation.” Its vision focuses on becoming a leading institution in regional development and educational excellence. The primary goals include expanding academic programs, increasing student enrollment, and fostering partnerships that benefit the local economy (Altman & Vitucci, 2015).
**Problem Statement**
The central problem of practice identified at CTU is the challenge of effectively integrating new academic programs and community initiatives to achieve the university’s growth objectives while addressing stakeholder concerns and leveraging data to inform decisions.
**Part 2: Diagramming and Application of Systems Thinking Concepts**
**Systems Thinking Concepts**
Systems thinking involves understanding how various elements within an organization interact and influence one another. For CTU, this includes analyzing the dynamics between academic program development, stakeholder engagement, and regional economic impact. Diagrams illustrating these relationships will highlight feedback loops, leverage points, and systemic tensions affecting the university’s performance and growth.
**Diagramming Dynamics and Tensions**
1. **Academic Programs and Enrollment**: A diagram will show how expanding academic programs can influence student enrollment, which in turn impacts regional economic development.
2. **Stakeholder Engagement**: Another diagram will illustrate the interplay between stakeholder feedback, university decision-making, and community impact.
**Part 3: Diagramming and Communication of Existing Data**
**Evidence and Data Analysis**
Existing data includes enrollment statistics, program development timelines, stakeholder feedback, and regional economic indicators. Figures and charts will depict trends such as enrollment growth, program success rates, and economic impact metrics.
**Explanation of Trends**
Trends indicate that while enrollment has increased, there is a lag in program development and stakeholder satisfaction. For instance, enrollment data shows a steady rise, but program expansion has not kept pace, affecting overall satisfaction and perceived value (Altman & Vitucci, 2015).
**Part 4: Data Collection Plan**
**Designing Data Collection Questions**
To address missing data, questions will focus on:
– Stakeholder satisfaction with new programs.
– The effectiveness of community partnerships.
– Barriers to program implementation.
**Methods for Collecting Data**
Data will be collected through surveys, interviews, and analysis of program performance metrics. Sources will include university records, stakeholder feedback, and economic reports.
**Probable Sources of Data**
Sources include institutional research departments, stakeholder surveys, and regional economic studies. These will provide insights into program effectiveness, stakeholder concerns, and economic impacts.
**Conclusion**
The approach outlined integrates systems thinking, data analysis, and effective communication to address the problem of practice at Central Texas University. By systematically analyzing the dynamics and tensions involved, collecting relevant data, and effectively communicating findings, the university can better navigate challenges and achieve its strategic goals.
**References**
Altman, B. W., & Vitucci, S. S. (2015). Constituent building to form a new university and promote regional economic development. *Journal of Case Studies, 33*(1), 59–70.
Carnegie Project on the Education Doctorate. (n.d.). The framework. https://www.cpedinitiative.org/page/framework
SAS. (n.d.). Big data: What it is and why it matters. SAS Insights. https://www.sas.com/en_us/insights/big-data/what-is-big-data.html
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This outline is designed to meet the requirements of the assessment by detailing the problem of practice, employing systems thinking, and communicating findings effectively. Ensure to format your paper according to APA guidelines, including a cover page and proper in-text citations.
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