The development of a higher education consortium for teacher education reform: A case study of the Renaissance Group (1989-1993).

The purpose of this study was to investigate the organizational development of a consortium of nineteen higher education institutions dedicated to teacher education reform (the Renaissance Group, RG). A conceptual framework drawn from interorganizational and consortia literature was used to investigate the RG's development. Themes and insights that emerged from the case study were also identified. RG's importance lies in the education reform environment of the 1980's and 1990's which spawned four primary consortia that specifically addressed teacher education reform: Holmes Group (1987), Project 30 Alliance (1988), Renaissance Group (1989), and Goodlad's Network (1990). This study investigated how RG developed as a unique consortium requiring representation by member institutions' presidents, academic vice presidents, and education deans. Five conceptual categories guided the case investigation: structure, process, outcomes, climate, and assessment of status. Variables that the literature indicated were: (1) Structure: (a) system openness; (b) information exchange mechanisms; (c) organizational legitimacy; (d) political arena; (2) Process: (a) equality in power/influence; (b) clear focus (goal directed); (c) commitment (domain consensus); (d) leadership and motivation; (e) team building; (f) diffusion of information; (g) organizational life cycle (institutionalization, uniqueness); (3) Outcomes: (a) meeting members needs/expectations; (b) obtaining/sharing information; (4) RG Climate: (a) shared values/attitudes; (b) meeting atmosphere; (5) Assessment of Consortium based on interviews, documents, and questionnaire survey results. The methodology included three sources of evidence on the five conceptual categories: telephone interviews, a 40-item questionnaire, and primary documents from the RG. Conducted during 1992 and 1993, the study analyzed RG's formation in 1989, its growth from 1990-1992, and its strategic planning and assessment of status in 1993. The findings indicated that the interorganizational and interinstitutional concepts were appropriate in analyzing the consortium development. Eight corresponding themes were identified that may have practical implications to other new higher education consortia involved in change. RG members perceived them as important and needing various degrees of improvement: (1) clear focus (goal-directed); (2) commitment to and implementation of goals; (3) organizational maturity; (4) response to national issues; (5) mix of membership; (6) information exchange mechanisms; (7) climate; (8) outcomes (meeting expectations of members).Doctor of Education (EdD)EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/104583/1/9542788.pdfDescription of 9542788.pdf : Restricted to UM users only