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International and Comparative Education
Academic -- UNF-- Education; Intensive English Program; director roles; perceptions; establishing visibility; program legitimacy; case study
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Do We Belong? Understanding How Program Directors Perceive The Role Of The Intensive English Programs On University Campuses, Irene Silas
UNF Graduate Theses and Dissertations
This qualitative case study examines the perspectives of leaders of five intensive English programs (IEPs) about their departments’ positions at U.S. public universities as well as their perceptions of the directors’ roles in developing visibility on campuses. The data was collected through interviewing and analyzed using the Constant Comparative Method which produced five distinctive themes: planned happenstance; belonging; funding; work with university; director’s role. The cross-case findings presented similar ideas from all of the participants – intensive English program legitimacy and visibility on campuses have still not been achieved. The findings from the study can aid IEP directors, and especially …