Nidiffer, JanaSmydra, Rachel VerburgMoore, ShaunJohnson, Eileen2022-07-262022-07-262021-07-23http://hdl.handle.net/10323/11959This qualitative ethnographic single case-study was conducted to investigate what influences pre- and post-tenured humanities faculty course design, the effects of those influences, and their perceptions about career readiness. This study focused on a career readiness initiative at Mid-western Michigan University (MMU), which was built around the National Association of Colleges and Employers’ career competencies. With much of the success of this initiative dependent on faculty, the course design process and career readiness perceptions served as critical areas to explore. Eisner and Vallance’s (1974) education value orientations theory served as a framework for this investigation. Thirteen pre- and post-tenured MMU humanities faculty with at least two years of teaching experience participated in the study. Data collection included one-on-one semi-structured interviews, influence rankings, and document analysis of faculty syllabi and current and archival department/program resources. The data collected were analyzed and coded for insight into different influences, effects of those influences, and perceptions about career readiness. Findings showed students, academic discipline, and the purpose of education resonated as primary influences. In addition, faculty participants demonstrated that they employ meta-orientations by considering different influences concurrently. Influences resonated in faculty decision-making with regard to the following course design elements: content, skills, learning outcomes and themes, and big course questions. Findings also demonstrated that most participants are resistant to the language, branding, and logistics of MMU's career readiness initiative; however, some see the value of career readiness and have implemented aspects of transfer into their courses. These findings have implications for not only administrators who consider strategies to build a culture around career readiness but also for stakeholders concerned about the value of the humanities, the collective humanities disciplines, and ultimately for students who take courses in humanities disciplines.Curriculum developmentHigher educationPedagogyCareer readinessCompetenciesHigher education facultyHumanitiesInstructionDissertation