Learning Resources

Abstract: Institutions of higher learning are under continuous demand to provide data-based evidence that is responsive to state-mandated education requirements as well as federal and regional accreditation standards. Using project management techniques, a relational matrix will help to identify available documentation (such as policies, assessment results, audit reports, and data warehouse reports) and any gaps in evidence needed that may then be used to begin collaboration toward improving an institution’s culture of compliance. A matrix also shows the linkage between organizational ownership and the requisite actions that contribute to accomplishing goals that may serve as supporting evidence in addressing external requirements.

Abstract: The management of change and the evaluation of performance outcomes in higher education are most successful when a set of reference institutions against which to benchmark is identified. This article discusses a method by which a focal institution can identify other institutions that are most similar to itself. This methodology identifies the nearest institutional neighbors using a balanced set of measures from the Integrated Postsecondary Education Data System (IPEDS). A case study is used to demonstrate the methodology. Readers will find this methodology to be robust and flexible, as well as easy to understand and explain to others. It is a hybrid method that integrates judgment and analytical techniques.

Abstract: Many institutions of higher education develop assessment systems to demonstrate evidence of value added and to meet accreditation requirements. The sustainability of such assessment systems is usually defendant on creating a culture of assessment, which entails establishing shared values and principles and implementing practices designed to meet organizational goals. A survey of 119 assessment professionals revealed both the challenges and facilitating factors in creating and sustaining a culture of assessment. This article presents the survey results organized by an institution’s stage of development in establishing a culture of assessment: beginning, progress, or maturation. The article also provides specific examples to help institutions move along the continuum or improve their current practices and concludes with a discussion of policy implications

Abstract: Institutions often engage in elaborate assessment and planning processes that have little or no relationship to each other. Highly effective institutions are characterized by strategic planning activities that are intentionally informed by assessments of both student learning outcomes and the extent to which human and fiscal resources are being maximized in support of teaching and learning. This article examines specific assessment strategies and ways of using those assessments to inform planning at a college or university.

Abstract: College students have changed dramatically, and the skills needed for productive employment have changed as well. But colleges and universities have been slow to respond, often innovating in only small ways while leaving the core practices of undergraduate education the same. This article examines the barriers to transformational change in higher education in five categories: structure, information, incentives, finance, and culture. It suggests that the initial approach to overcoming these barriers involves generating better information in the form of feedback concerning student learning processes and outcomes.

Abstract: The higher education literature continues to highlight difficulties with efforts to implement and sustain institutional effectiveness activities. This article describes an implementation effectiveness model from the field of organizational management and applies it to the implementation of institutional effectiveness initiatives in higher education. As a predictive or evaluative tool regarding implementation success, the model can assist administrators, faculty and staff in developing targeted approaches to institutional effectiveness work within any institution of higher education. The authors share their experiences at the University of New England, illustrating the importance of key variables in the model.