Perceptions of Academic Administrators in the State University System of Florida on the Importance of Selected Components of Quality in Higher Education PDF Download
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Author: David V. Pavesic
Publisher:
ISBN:
Category : College administrators
Languages : en
Pages : 322
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Book Description
Author: David V. Pavesic
Publisher:
ISBN:
Category : College administrators
Languages : en
Pages : 322
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 610
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 872
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 814
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 894
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Book Description
Author: Florida. Legislature. House of Representatives. Committee on Higher Education
Publisher:
ISBN:
Category : College teachers
Languages : en
Pages : 172
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Book Description
Author: Thomas Edward Furlong
Publisher:
ISBN:
Category : College administrators
Languages : en
Pages : 372
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Book Description
Author: Daniel Seymour
Publisher: Greenwood
ISBN:
Category : Business & Economics
Languages : en
Pages : 216
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Book Description
This book is about rethinking, reworking, or reinforcing past solutions. It outlines not only the importance and history of qualiy in education, but also the basic principles that underline the management of quality and different quality opportunities. This book is unique in its desire to merge the philosophy and tools of strategic quality management from industry with the thoughts of campus administrators and call for sharply defined measures of educational quality that can shape the perceptions of our constituencies.
Author: Jennifer Nobles McDonough
Publisher:
ISBN:
Category : College administrators
Languages : en
Pages : 139
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Book Description
The purpose of this study was to examine higher education administrators' perceptions of the effectiveness of the Academic Quality Improvement Project (AQIP) as compared to the Program to Evaluate and Advance Quality (PEAQ) within the North Central Association of Colleges and Schools (NCA). The Higher Learning Commission (HLC), a commission of the North Central Association of Colleges and Schools, is recognized by the U.S. Department of Education and the Council on Higher Education Accreditation (CHEA). Internal and external constituents pressure institutions of higher education to continuously account for and examine their processes, goals, and outcomes. Accreditation allows institutions to address their constituents by conducting self-assessments and receive critical peer evaluations through non-governmental agencies. These self-assessments and peer evaluations enable institutions to better understand and communicate institutional objectives and processes while continually engaging in institutional strategic planning. NCA member institutions currently holding an accredited status following AQIP and institutions following PEAQ were surveyed to determine comparisons between the processes, stakeholder involvement, effect on strategic planning, effect on academic quality, and outcomes. As of August 28, 2008, the total number of AQIP and PEAQ institutions accredited within the NCA through the HLC was confirmed by Lil Nakutis, Information Management Coordinator at the HLC to be 190 AQIP and 819 PEAQ. The 190 AQIP institutions represent all the traditional classifications of higher education institutions with varying enrollments comparable to the PEAQ accredited institutions in the NCA. There are currently several hundred PEAQ accredited member institutions of the NCA. Of the PEAQ institutions, a stratified random sample of 190 institutions was selected. The survey sample was comprised of college or university presidents or other higher education administrators who either oversaw or were directly affiliated with the accreditation process at the AQIP and the PEAQ institutions. The letter of consent asked these institutional leaders to participate or to forward the survey link onto the individual on their campus that could best respond to the survey questions. A web-based survey was developed to gauge the participants' perceptions of the effectiveness of the accreditation processes as it pertains to stakeholder involvement, continuous quality improvement of institutional operations and programs, and impact on institutional strategic planning. Descriptive statistics were run to compare means and standard deviations. A t-test was run to determine if there were statistically significant differences between administrators' perceptions of the AQIP processes and impact on continuous quality improvement as compared to those processes and impacts of PEAQ. While no statistically significant differences existed between administrators' perceptions, the results provided evidence that administrators at institutions within the NCA do perceive the overall regional accreditation process on their campus to be effective regardless of the type of accreditation used by their institution.
Author: W. Diane Owsley
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 526
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Book Description
Institutions of higher education are increasingly challenged to assess and document the quality of their performance to stakeholders. With demands for accountability increasing due to wavering confidence in the quality of higher education, the focus in institutions is on demonstration of effectiveness. Institutional effectiveness is one of the major features of higher education accreditation. This dissertation addresses the attitudes and perceptions held by administrators, faculty, and staff in the Kentucky Community and Technical College System toward institutional effectiveness activities. The influence of eight variables upon the attitudes of importance toward institutional effectiveness activities were investigated to include level of personal involvement, depth of implementation, definition of academic quality, internal motivation, external motivation, perception of training differentials on institutional effectiveness activities, institutional structure, and degree of personal commitment to the institution and/or the Kentucky Community and Technical College System. Individuals employed in the Kentucky Community and Technical College System completed an online survey designed to ascertain differences of perception between administrators, faculty, and staff toward the importance of institutional effectiveness activities and to gauge the influence of the eight aforementioned variables. The employment status served as the independent variable and perception of the importance of institutional effectiveness activities served as the dependent variable. Responses from 333 individuals on the survey were analyzed using correlations, MANOVA, and multiple regression analysis. Responses to open-ended questions included on the survey were examined aiding in the support of the findings. The findings demonstrated a significant difference exists between administrators, faculty, and staff on attitudes toward the importance of institutional effectiveness activities. Further regression analysis of data revealed the intervening variables of perceived depth of implementation, perceived internal motivation, perceived level of involvement, and perceived personal commitment significantly contribute to the attitude on importance of institutional effectiveness activities. Regression analysis revealed the model with the predictor variables accounted for 73% of the variance in the criterion variable (importance of institutional effectiveness activities). Potential implications for individuals involved in implementing institutional effectiveness activities are provided.
