The purpose of this three-part dissertation is to contribute to the improvement of the field of postsecondary CTE by (1) investigating how the literature defines "high-quality CTE" through an integrative review of the literature, (2) exploring the viewpoints postsecondary CTE educators have toward the term "high-quality CTE" program elements using Q Methodology, and (3) from those findings, establish a comprehensive faculty-centered research around high-quality CTE and the research methods to answer questions to improve high-quality postsecondary CTE. Findings from this dissertation as a whole will be of significance to researchers in the field as well as practitioners who aim to improve or maintain high-quality CTE programming at the postsecondary level. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]