CBE Models: An Emerging Taxonomy is a study designed to reveal groups of opinions around what CBE models exist.
Hello! I am writing to invite you to participate in a research study being conducted as part of a dissertation into different models of Competency-Based Education (CBE) in higher education. As part of this research project, I am recruiting individuals who have demonstrated expertise in the field of CBE, as expert opinions will be used in the creation of a CBE taxonomy.
I am seeking accomplished, established professionals in the following groups:
- Administrators directly leading, or leading components of, a currently operational CBE program.
- Administrators directly leading, or leading components of, a CBE program that is far along in the planning stages and will soon be operational.
- Leaders at non-governmental agencies involved in competency-based education, either from a research or advocacy-based perspective.
- Leaders at granting organizations who fund CBE-based programs or research (including members of agencies of the federal government who fund or manage grants.)
- Writers in the field of edtech or higher education models that work for professional publications.
Multiple administrators within the same CBE program or agency may participate. As the study relies upon expert opinions, career professionals are specifically targeted for this study. Experts who have published professionally about CBE programs and models, who have started, continued or grown CBE programs, or who have collaborated with the various CBE-related initiatives are particularly encouraged to participate. This study is deep rather than broad, and therefore 30-50 experts in the field will make up the study participants.
The purpose of this study is to create a comparative taxonomy of Competency-Based Education (CBE) programs in order to codify their elements as well as what components are considered critical to all programs across models. It is anticipated that there may be multiple opinions as to what core components of CBE are integral or “critical” to a quality CBE program, whereas other elements may not be necessary. This study will engage experts in the field to obtain their opinions about those components, and compare them to reveal “groups” of opinions about components of CBE that will then become models of CBE.
This study will involve participating in a Q sort (similar to a likert scale, but with a forced distribution curve,) some follow-up questions on the choices you made in that Q sort, a demographic questionnaire focused on the type of institution you work in, and the type of role that you own at that institution, and finally a brief biographical sketch (2 paragraphs) which will be included in the Appendix to demonstrate your expertise to participate in the study. Your study responses will be de-identified from your biographical sketch. (In other words, the responses to the other components of the study will not be able to be connected to you as the respondent.)
Please review the attached consent form or contact Sasha Thackaberry at firstname.lastname@example.org to participate and with any questions.
Kent State University Doctoral Candidate
AVP, Academic Technology, Course Production and Alternative Learning Models
Southern New Hampshire University