Date of Award

Fall 9-5-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Child Development

First Advisor

Linda Gilkerson

Abstract

Competency-based education (CBE) has gained attention as a model for expanding access to postsecondary education and aligning workforce preparation with industry needs. In Illinois, state-supported initiatives have sought to integrate competency alignment into professional development and higher education programs for the early childhood workforce. This mixed-methods study examines how postsecondary ECE programs in Illinois are implementing CBE, the extent to which competency alignment influences program design, and how institutional leaders and faculty perceive CBE adoption. Findings indicate that while state-supported initiatives have increased institutional engagement with competency alignment, CBE adoption remains partial and selective rather than fully transformative. Programs are more likely to implement credit for prior learning, modularized coursework, and competency-driven pathways while maintaining traditional faculty roles, grading models, and structured term lengths. Through the lens of Institutional Theory, the study finds that coercive pressures from policy mandates drive initial engagement, normative influences from professional networks shape faculty perceptions, and mimetic behaviors lead institutions to selectively adopt CBE components modeled by peer institutions. Qualitative insights from faculty and administrators reveal both opportunities and challenges associated with competency alignment. While some faculty see CBE as a promising model for enhancing workforce preparation and student flexibility, others express concerns about increased administrative workload, lack of instructional autonomy, and rigid competency frameworks. The study suggests that faculty engagement and institutional flexibility are critical factors in sustaining meaningful CBE adoption beyond policy compliance. This research contributes to the broader literature on CBE in higher education by demonstrating how policy-driven competency alignment influences institutional decision-making. Findings have implications for policymakers, higher education leaders, and faculty, emphasizing the need for balanced approaches that integrate external accountability with institutional autonomy. Future research should explore longitudinal trends in CBE implementation, student experiences in competency-driven programs, and comparative analyses across different state policy contexts.

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