| This qualitative hermeneutic phenomenological study explored administrators’
perceptions of competency-based education (CBE) and examined what it is like to lead,
implement, and sustain CBE programs in postsecondary settings. The study was grounded in the
need to better understand the challenges administrators face in implementing mastery-based
learning models within institutions that are still largely organized around credit hours, fixed
terms, and traditional academic structures. Guided by the central research question, What is it
like to be an administrator of CBE programs?, the study also examined administrators’ views on
important implementation factors, barriers to CBE, competency development, and assessment
and rubric design.
The conceptual and theoretical framing drew on the Competency-Based Education
Network quality principles, cognitive constructivism, and andragogy. Data were collected
through semi-structured interviews with nine administrators and faculty leaders involved in CBE
program design, implementation, or oversight. Interviews were conducted in fall 2025,
transcribed, and analyzed through iterative phenomenological reading, coding, and theme
development. The findings revealed five major themes: adult-learner equity requires flexible
time structures and wraparound support; competencies must be industry-anchored and
institutionally supported; assessments must be authentic and paired with clear performance
indicators; legacy systems collide with the logic of CBE; and successful implementation depends
on human readiness and cultural change.
The study found that administering CBE involves persistent translation between masterybased philosophy and time-based institutional systems, while also requiring strong relationships
with faculty, staff, accreditors, and industry partners. The findings suggest that CBE is not
merely a curricular innovation but an organizational redesign that demands leadership authority,
institutional commitment, clear competency architecture, transparent assessment systems, and
robust student support. This study contributes to the growing literature on CBE by centering the
lived experiences of administrators and clarifying the operational, cultural, and structural
conditions necessary for CBE implementation and sustainability.
Keywords: Competency-based education, CBE implementation, community colleges, higher
education administrators, mastery-based assessment, hermeneutic phenomenology |