Institutional Effectiveness: A Strategy for Institutional Renewal (original) (raw)

Assessing and Improving Institutional Effectiveness

1983

Information to promote assessment of organizational effectiveness in colleges and universities is presented, along with an exercise to rank the effectiveness of 10 institutions. The exercise uses three types of criteria to indicate effectiveness: subjective ratings, data about studen.s and activities, and institutional capacity and financial health. In ranking the colleges, the respondent is to senerate three rank-order lists base on the perspectives of three different individuals: a high school senior who is choosing a college, a highly qualified Ph.D. who is selecting a * * 44

An Institutional Accountability Model for Community Colleges

Community College Journal of Research and Practice, 2003

Community college leaders must manage an increasingly complex institutional accountability environment. In this environment, accountability demands may be based on explicit or implicit standards and presented by a variety of stakeholders Lannan, 2001). Practitioners must identify, analyze, and prioritize diverse accountability demands while respecting the institution's culture, history, and commitments to open access and the comprehensive mission. In this article I propose a model for managing a community college's accountability environment and show how it can be applied. This model incorporates an accountability framework developed by to show how specific demands can be analyzed. It also integrates contributions by and to explain how the college's mission, culture, and history should be considered in this process.

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. ...