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Abstract
Higher education may be a setting wherein character is revealed or developed. The purpose of this study was to investigate stakeholders’ perspectives about the processes involved in character development at a postsecondary institution with a trade and character education focus: Williamson College. The authors analyzed qualitative data from administrators, teachers, students, and alumni regarding their perceptions of the character development process at Williamson College and to ascertain which features of the context each group viewed as essential for character development. The authors then triangulated across sources to examine alignment in stakeholders’ perceptions. Each stakeholder group identified two essential facets of Williamson College: (1) structure and discipline and (2) interpersonal relationships. The groups varied, however, on which aspects of these themes they highlighted. We discuss the implications of these findings for the Williamson College context as well as for the development, implementation, and evaluation of character-based models of higher education.
Notes
1 Williamson College of the Trades (formerly named the Williamson Free School of Mechanical Trades) chose to be named in this article.
2 Longitudinal analyses to test the WC theory of change are currently underway (see Johnson et al., Citation2015, for more information). Preliminary findings suggest that young men from WC scored higher than students from comparison schools on character attributes that the WC identifies as critical for their mission to produce successful young men (Johnson et al., Citation2015). The attributes on which young men from WC scored higher than students at comparison schools included diligence, faith, integrity, and service (Johnson et al., Citation2015; Lerner et al., Citation2015).