Fields of Action: Charting the Dynamics of State Authorization and Campus-State Tensions in Postsecondary Oversight

Numerous policies and reforms have been proposed and implemented to increase accountability and improve performance in higher education in the United States (U.S.), which has included an emphasis on the state's role in authorizing colleges and universities to operate and award degrees. The recent surge in peer-reviewed and grey literature has offered insights into postsecondary authorization, yet significant gaps persist in our current understanding of how state authorization plays out. These include a narrow focus on institutions and a lack of historical and theoretical perspectives. To that end, this dissertation investigated the historical development of state charters, authorization, and licensure for postsecondary institutions, in addition to analyzing how the theory of Strategic Action Fields (SAF) explains the dynamics of oversight, the roles of key actors, and the manifestation of governance tensions within state-level postsecondary education. I conducted a systematic, historical review of state authorization from its roots in Papal charters issued in medieval Europe to the present-day authorization processes in the U.S. I build on the theory of SAFs to explain how social actors interact and vie to maintain or change order in distinct yet interlocking social fields of postsecondary oversight. This theory provides an important meso-level and actor-centered perspective to help understand how social actors comprehend how the field works, who the actors are, how other actors behave, and the rules of the field. Findings revealed an extensive array of actors involved in the oversight process. This dissertation highlighted the complexity of the regulatory landscape in postsecondary education. I argued that chartering, authorization, and licensure for private institutions represented a paramount state role. This stance challenged the focus of previous research, which predominantly centered on public institution governance. Specifically, this research underscored the significance of historical synthesis in understanding state governance and oversight, presenting a new conceptualization of postsecondary oversight that accommodates the complexities and diverse needs of today's higher education landscape. The implications of these findings are profound. They support a more nuanced and effective oversight framework that is responsive to the evolving needs of students, the public, and the state. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]