SSIE: Semiprojective Scales of Institutional Evaluation (original) (raw)
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1989
A study investigated the relative importance of certain college attributes to the freshmen of Ashland University, a small, private univeristy in Ohio. Five institutional characteristics were examined: availability and variety of financial aid, dorm life (living conditions and food quality), quality of education (quality of teaching, career relevance of the curriculum, and overall institutional reputation), student-facllty relationships and interaction (availability of faculty to students, faculty promotion of student development, and degree of faculty advice given to students on personal as well as academic matters), and campus social life. Conjoint analyses were conducted on the completed survey forms of 295 freshmen out of 318 administered the questionnaire. The student sample was segmented by gender participation or nonparticipaticn in sports, and degree of parental influence in college choice. Financial aid and quality of dorm life were the found to be the most important attributes overall, with educational quality, social life, and student faculty relationships rated in declinin: order of importance. Varying attribute rankings were found for the different student segments, with financial aid ranking first most often. Implications for college administration and future research are discussed. The questionnaire is appended. Contains 19 references. (MSE) A Reproductions supplied by EDRS are the best that can be made from the original document. a A Student
Journal of Business and Social Review in Emerging Economies, 2021
The objective of the study was to develop a questionnaire named IPQ (Institutional Performance Questionnaire) that measures the institutional performance of higher educational institutions. The scale comprised 11 subscales: Mission Statement and Goal (5 items), Planning and Evaluation (3 items), Organization & Governance, (3 items), Integrity (3 items), Faculty (3 items), Students (2 items), Institutional Resources (3 items), Academic Programs and Curricula (3 items), Public Disclosure and Transparency (2 items), Assessment & Quality Assurance (8 items), and Student Support Services (3 items). In total, 25 faculty members of the universities were selected by multistage stratified sampling, response to the questionnaire. The questionnaire was pilot tested and the Cronbach's alpha for the entire questionnaire was .951; for each subscale, alpha ranged from .623 to 0.823. Exploratory factor analysis was utilized to establish the construct validity of institutional performance in hig...
Factor analysis for an institutional image instrument
International Review on Public and Nonprofit Marketing, 2010
Higher education environments have become increasingly competitive and institutions have to compete for students in the recruitment markets. Institutional image is considered a cornerstone which influences the students’ choice for an academic institution. The purpose of this study aimed at developing a valid and reliable instrument for institutional image to aid in marketing efforts performed at the University of Sharjah in the United Arab Emirates. Students of the College of Health Sciences at the University of Sharjah were approached in the study. Two hundred and twenty two (222) students voluntarily participated in the study which involved a survey questionnaire based on a five point Likert scale for 18 items included on the questionnaire related to academic institutional image. Principal component analysis using varimax rotation was used for questionnaire validation and categorization of resulting factors. Reliability tests were performed to assess the reliability of the items included in the questionnaire. Tests included test-retest reliability, Cronbach alpha, and split-half reliability coefficients. The image instrument includes the general items stated in the literature as well as items relevant to the University of Sharjah indicating the distinctiveness of the image to be used for marketing activities on behalf of the university.
2007
The University of California's census survey of undergraduates, UCUES, presents an opportunity to measure both disciplinary and institutional differences in students' academic experience. Results from nearly 60,000 responses (38% response rate) from the 2006 administration found greater variance among majors within an institution than between equivalent majors across institutions. Cluster analysis techniques were employed to establish disciplinary patterns, with traditional distinctions between hard and soft sciences generally supported. Reporting practices called into question range from institutional comparisons that ignore academic program mix and discipline to campus performance comparisons that do not recognize pedagogical differences by academic major. More specifically, these results suggest that calls for comparable institutional performance measures, as proposed by the Spellings Commission, must take into consideration disciplinary differences in instruction.
Measuring a university institutional image among senior high school students
2015
We applied a sampling plan oriented to collect reliable information on del Valle University, Cali, Colombia, from senior high school students in the university’s area of influence. The university made the decision of characterizing this population through a sampling survey, given the fact that these students represent the main population the university is intended to serve. To select the students, we started by determining the principal characteristics of the main and sampling population (schools), to continue then, with the number of high schools to be included in the sample, as well as sample distribution among the cities, where the sampling will be carried out. Within each sampled city we selected four domains, according to whether or not, the high schools were state or non-state and academic or non-academic. Once established the high schools to be included in the sample, we visited each one of them, and surveyed all the students of the first group, of class 11 at each school. We...
Organizational ımage perceptions of higher education students
Educational Research and Reviews
Colleges and universities rely on their image to attract new members. Organizational image is the total of thoughts, emotions and perceptions resulting from clear conclusions of information formed in the minds of stakeholders as a result of communication with the institution about that institution and its elements. The purpose of this study is to determine if the organizational image of university changes according to the gender, programme, academic achievement and socio cultural activities based on the opinions of the students at Education Faculty. The method is a descriptive model research as it measures organizational image of the participants of the research in a specific moment. The population of the study consisted of a total of 5660 students in the spring semester of the 2013-2014 academic year. The sample of the study was 3850 (%68) students studying at the Education Faculty of Uludag University, chosen by random sampling. The instrument was composed of two sections, included the Personal Information Form that was prepared to collect personal data and second section included 60 items aiming to determine the university's organizational image perception. ANOVA, Mann Whitney-U and Kruskall Wallis were used for the data analysis. The organizational image perceptions were varied according to the gender, programme, socio cultural activities and academic success levels of students at each subscale. The organizational image level of the university was "moderate" (X=2.62; sd=0,56) according to education faculty students' perceptions. The students perceived the "general view and physical infrastructure" (X=2.15) and provided services (X=2.45) at very low level. However "educational quality" (X=2.78) and "social responsibility" (X=3.15) at moderate level. When gender and academic success was taken into consideration, there was not any significant difference between students' organizational image perceptions. However for programme and socio cultural activities meaningful significant difference was found. According to the results obtained, in order to upgrade organizational image perceptions of education faculty students, univerity management is required to take the necessary measures.
Developing Institutional Indicators: The Role of Institutional Research
Universities are coming under increasing pressure to demonstrate accountability in operations that affect student enrollment and that contribute to the increased cost of higher education. Institutional researchers are responding by working to provide strategic data-driven decision support that enables managers to evaluate the benefit of dollars spent on both instructional activities and non-classroom activities. While tools such as key performance indicators are useful for study of traditional activities, these tools frequently lack the flexibility to describe and generate all types of data required by the diverse, complex non-classroom activities of successful universities. This paper demonstrates how this problem can be addressed by involving relevant personnel in identifying mission-based success factors, indicators and learning assessments within key decision domains. A methodology is demonstrated that links assessed outcomes in Student Affairs to University strategic purposes. ...
Institutional Quality of a Higher Education Institution from the Perspective of Employers
Minerva, 2013
The present paper proposes a theoretical model of institutional quality of a higher education institution (HEI) which, in addition to the internal dimensions of quality, incorporates also the external dimension, i.e. the outcomes dimension. This dimension has been neglected by the quality standards and models examined in our paper. Furthermore, the standards and models analyzed consider stakeholders as one of the quality factors of a HEI. The stakeholders' perspective is seen as a lens through which stakeholders define, control and assess the quality of a HEI. The proposed model therefore gives stakeholders greater significance compared to the dimensions of institutional quality of a HEI. The model has been validated from the employers' perspective. On the basis of 339 completed questionnaires or a 39.74 % response rate we concluded that outcomes constitute the most important dimension of institutional quality of a HEI from the perspective of employers in Slovenia. The outcomes dimension is followed, in descending order, by the nonfinancial resources and inputs, sustainable development, value chain, and, finally, the financial resources and inputs dimensions. The results of the study have shown that of the 44 quality factors of a HEI the following data are of key importance to employers: information on the participation of students in practical training, achievements of graduates at the workplace, implementation of a HEI's research achievements in practice, graduate employability, and a HEI's responsiveness to the demands and changes in the environment.
2018
The prime objective of this study is to investigate the mediating role of institutional image between student satisfaction, program quality, and service quality in the context of higher education. To attain this aim, the Nordic model was used as theoretical foundation of the study. The Structural Equation Modeling (SEM) was used to analyze the influence of mediating variable and hypotheses testing. The population of this study was fourth-year business students of nine 'grade one' private universities in Bangladesh. Data (n=310) were gathered from students pursuing studies at different private universities in Bangladesh. The findings of this study revealed that image occupied full mediation role between student satisfaction and service quality. Furthermore, it also disclosed that the direct path of student satisfaction and service quality was not statistically significant. These exceptional findings indicate that academic experts should promote the institutional image, student satisfaction and program quality rigorously in order to enhance service quality of education. The outcomes of this study would provide substantial benefits to both practitioners and academics, especially in the context of private higher education. There is a deficiency of indirect link between student satisfaction, program quality and service quality. This study has integrated institutional image as a mediating variable to fulfill the deficiency between student satisfaction, program quality, and service quality.