Learning Resources

Abstract: Universities, like other organizations, are affected by many interrelated influences and systems. In the early 1980s, because of its below average freshmen-to-sophomore year retention rates for an institution of its type, large developmental enrollment, and poor graduation rates, Louisiana State University and A & M (LSU) did not compare to other major state universities in terms of student success rates. Using a systems theory approach to analyzing the affect of inputs on outputs, this article describes the efforts that were made to transform the quality and completion rates of undergraduate students at LSU by changing the criteria for the admission of new freshmen.

Abstract: This discusses performance indicators within higher education via the querying of multiple college stakeholder groups associated with a single medium-sized community college. The data collected allowed the site institution to define quality through the eyes of its stakeholders. The findings from this investigation revealed that outcome measures were perceived to be more relevant and appropriate than input, process, or output measures in regard to defining institutional quality. Indicators related to customer/client satisfaction, student achievement, and student skill improvement were identified as the most relevant measures of quality at this institution. Finally, the use of indicators as a tool to promote institutional improvement was discussed.

Abstract: Many prognosticators see emerging digital technologies as resulting in the demise of a significant number of institutions of higher education. Institutions at greatest risk are those that do not identify and prepare to compete in clearly defined market niches. This article proposes several market niches and faculty roles within these niches. A risk assessment instrument is provided by which the leadership of an institution can judge the degree to which their institution is at risk.

Abstract: Spain has experienced a period of profound change affecting its political, social, and economic systems in the last two decades. These changes, in turn, have affected the higher education system considerably. Because they have taken place over a short period of time, these changes have created a dynamic situation. Although the consequences of most of these changes have been extremely positive, some unintended negative effects have also occurred. Both positive and negative consequences of the fast change are discussed in this article.

Abstract: To be successful in our technological age, higher education institutions must be adept at managing the tension between the models of commodity and community.

Abstract: The authors describe why typical change efforts fail and define both the need and the process for creating change. They also emphasize the critical nature of learning as it relates to change and introduce the universal change principle—that learning precedes change. The role of culture in the change process is explored. The authors then walk the reader through a step-by-step change creation process, which is designed to support successful change efforts.