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
To complete the Problems of Practice Template, you need to address each section comprehensively. Here’s a guide to help you structure your responses, based on the Carnegie Project on the Education Doctorate (CPED) definition of a problem of practice, the case study provided, and the expected competencies.
### **Part 1: Foundation Description and Problem Identification**
**Background Narrative:**
– **Site Information:** Central Texas University (CTU) is located in a rapidly growing region with a need for enhanced educational and economic development.
– **Purpose of the Foundation:** The task force at CTU is working to establish a new university with the aim of promoting regional economic development and addressing educational gaps.
– **Stakeholders and Participants:** Key stakeholders include local government officials, business leaders, educational professionals, and community members. Participants are those involved in the task force, including university administrators and regional planners.
– **Existing Data:** Current data includes demographic information, regional economic indicators, educational attainment levels, and feedback from community surveys.
– **Missing Data:** There is a lack of detailed information on the specific educational needs of the region, economic impact projections of the new university, and community engagement metrics.
– **Foundation Goals/Objectives:** The primary goals are to create a university that meets regional educational needs, stimulates economic growth, and fosters community engagement. Objectives include developing a comprehensive academic program, securing funding, and building infrastructure.
– **Mission and Vision:** The mission is to provide accessible, high-quality education that supports regional economic development. The vision is to establish a leading institution that enhances the quality of life in Central Texas.
**Initial Problem Statement:**
The problem of practice is that Central Texas University faces challenges in defining the specific educational and economic needs of the region, which hinders the effective planning and implementation of the new university’s development. This problem is persistent and contextualized within the larger framework of regional economic and educational development.
### **Part 2: Diagramming and Application of Systems Thinking Concepts**
**Systems Thinking Concepts:**
– **Diagram of Dynamics and Tensions:** Create a diagram illustrating the relationships between stakeholders, educational needs, economic development, and existing resources. Use arrows to show the flow of information and potential feedback loops.
– **Explanation of Systems Concepts:** The diagram should reflect the complexities of how different elements interact within the system, such as the impact of educational programs on regional economic growth and the feedback loop between community needs and university planning.
### **Part 3: Diagramming and Communication of Existing Data**
**Evidence and Data Presentation:**
– **Descriptive Figures and Charts:**
– **Figure 1:** Regional Demographic Trends – Show changes in population size, age distribution, and educational attainment.
– **Figure 2:** Economic Indicators – Display key metrics such as employment rates, income levels, and industry growth.
– **Figure 3:** Community Survey Results – Present data on community opinions regarding the new university and its potential impact.
– **Explanation of Trends and Projections:** Analyze the trends in demographic and economic data to project future needs and opportunities. Discuss how the community survey results indicate the perceived benefits and concerns related to the new university.
### **Part 4: Data Collection Plan**
**Data Collection Plan:**
– **Design Questions for Missing Data:**
– What are the specific educational needs and preferences of the regional population?
– How will the establishment of the new university impact local economic indicators?
– What are the expectations and concerns of different community groups regarding the new university?
– **Methods for Collecting Missing Data:**
– **Surveys and Interviews:** Conduct detailed surveys and interviews with community members, local businesses, and educational professionals to gather qualitative data.
– **Focus Groups:** Organize focus groups with stakeholders to discuss specific needs and expectations.
– **Economic Impact Studies:** Collaborate with economic researchers to perform impact assessments of similar university establishments in comparable regions.
– **Probable Sources of Data:**
– **Local Government Reports:** Utilize reports from local government and economic development agencies.
– **Educational Institutions:** Gather data from existing universities and educational bodies about regional educational needs.
– **Community Feedback:** Collect insights from community forums, public meetings, and surveys.
### **APA Format and References**
Ensure that your document is formatted according to APA guidelines. Include in-text citations and a reference list in APA format for all sources cited in your responses. The references you may use include:
– 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
– 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.
By following this structure and incorporating the specified details, you will be able to effectively complete the Problems of Practice Template and demonstrate your proficiency in the competencies required.
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