Date of Award
Doctor of Education (EdD)
Curriculum, Instruction, and Leadership
Educational credentialing is complicated for students with the addition of industry-based credentialing (IBC) in traditional academic and career and technical fields (Bahr, 2015; Lumina Foundation, 2015; Xu & Ran, 2015). Human Capital Theory and Cognitive Engagement Theory framed this study which looked at IBC training from the student point of view (Grisham, 2013; Saldana, 2016; Walters, 2004). The body of literature on credential training is sparse and largely focused on institutional policy rather than student perception and participation (Bahr, 2015; Xu & Ran, 2015). There is evidence that salaries are positively correlated with IBCs and studies show that employers pay more for additional credentials (Bahr, 2015; Jacobson & LaLonde, 2013; Matheny, Chan, & Wang, 2015; Xu & Ran, 2015). Increasing IBC exam participation is an important issue for colleges because IBC completion is now being considered as part of the completion rate for institutions (Kansas BoR, 2014; Louisiana BoR, 2017; NCSL, 2015; Washington State Board of Community & Technical Colleges; 2017). An increase in credential completions leads to institutional funding through performance funding models (Kansas BoR, 2014; Louisiana BoR, 2017; NCSL, 2015; Washington State Board of Community & Technical Colleges; 2017).
A survey instrument was developed through a Delphi to measure why students choose to take IBC examinations. Three themes were developed— Student Services Impact, Academic Instructional Impact, and Intrinsic Motivational Impact. Using the findings from the study, colleges can positively iv influence a student’s decision to take an IBC exam. The study results demonstrated three areas that connect back to the literature demonstrating where colleges can have a direct effect on a student’s decision. The instrument should be used to measure a wider group of students to determine if the themes developed in this study are applicable across all student groups, programs, and institutions.
Lawrence, Jennifer H., "" (2018). Dissertation. 5.
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