Postsecondary Competency-Based Education: Analyzing Leadership Perception

Abstract

ABSTRACT Utilizing competency-based education (CBE) initiatives as a practice is gaining traction across higher education settings. With the onset and residual effects of the COVID-19 pandemic, such initiatives are gaining additional encouragement. CBE has produced some positive outcomes in terms of higher education. Researchers indicated that CBE implementation from leadership could create a bettered work environment and connection between faculty, staff, and administration when employed by leaders. Despite the previous research, there remains a gap in understanding how CBE implementation can be helpful in higher education from the administration, students, and faculty perspectives. For this purpose, the study aimed to explore the use of CBE as an initiative within a higher-education two-year institution in the southern region of the United States. The findings of this study were to provide insight into the effectiveness of CBE as a means of meeting the needs of higher education faculty, staff, and administration, which ultimately may also benefit students. The resultant themes identified through the interviews with participants were linked with organizational culture and stakeholders’ roles within the higher-education setting. The findings demonstrated positive effects when CBE initiatives are employed in higher-education settings. The results also delineate the importance of using CBE in leadership and connection with staff, faculty, and administrative employees. This study’s findings were also found in congruence with previous assessments, detailed in this assessment.