Texas House Bill 51: A Coercive Isomorphic Force on Texas's Regional Comprehensive Universities, a Matter of Access and Equity

Autor/in	Bradley, Dwuana
Titel	Texas House Bill 51: A Coercive Isomorphic Force on Texas's Regional Comprehensive Universities, a Matter of Access and Equity
Quelle	In: Texas Education Review, 7 (2018) 1, S.48-57 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2329-5724
Schlagwörter	State Legislation; Educational Legislation; Research Universities; State Policy; Educational Improvement; Higher Education; Organizational Change; Educational Change; Stakeholders; Educational Quality; Benchmarking; College Students; Minority Group Students; Institutional Mission; Policy Formation; Performance Based Assessment; Equal Education; Access to Education; Texas + Suchen Sie Ihr Suchwort? Landesrecht; Bildungsrecht; Schulgesetz; Forschungseinrichtung; Teaching improvement; Unterrichtsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Organisationswandel; Bildungsreform; Quality of education; Bildungsqualität; Collegestudent; Politische Betätigung; Leistungsermittlung; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	This backgrounder details the scope of the following critical forum concerning Texas House Bill 51 (TX HB 51) of the 81st Legislature, also referred to as the emerging research university bill. In its totality the journal issue considers the impact of TX HB 51 on the organizational behavior of comprehensive regional institutions in the state of Texas. The purpose of this backgrounder is to provide a theoretical framework to understand how each contributor adds to the narrative addressing the development, implementation, and impact of the legislation. Each author included in this critical forum offers a different theoretical lens as they examine the phenomenon of state-level, third party, governmental influence on public higher education, which I identify in this backgrounder as coercive isomorphism (DiMaggio & Powell, 1983). (As Provided).
Anmerkungen	Texas Education Review. Available from: University of Texas at Austin, George I. Sanchez Building, 1912 Speedway, Austin, TX 78705. Tel: 512-471-7551; Fax: 512-471-5975; e-mail: txedreview@utexas.edu; Web site: https://review.education.utexas.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01