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首页> 外文学位 >Improving Institutional Quality: Examining Organizational Change Strategies to Promote Learning Outcomes Assessment at Three Liberal Arts Colleges.
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Improving Institutional Quality: Examining Organizational Change Strategies to Promote Learning Outcomes Assessment at Three Liberal Arts Colleges.

机译：改善机构质量：在三所文科学院中研究组织变革策略以促进学习成果评估。

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摘要

This study examines implementation strategies for student learning outcomes assessment at three liberal arts colleges. The importance of student learning outcomes assessment in higher education has grown remarkably since its inception in the mid-1980s. Given the pressures on postsecondary institutions to improve student learning, and the difficulties that exist in marshaling assessment data to improve student performance, this study's analysis of colleges currently engaged in the assessment process is timely and necessary. Additionally, this study is needed as empirical research examining assessment in liberal arts colleges is limited.;Two bodies of literature informed this study. First, the literature on assessment in higher education laid the foundation for understanding its history, purposes, challenges, and intended uses. Second, the literature on organizational change was studied to determine effective change strategies for implementation of assessment.;This dissertation consists of three case studies of liberal arts colleges: one Catholic, one highly-selective, and one less-selective institution. Interviews, institutional documents, and field notes were the main sources of data. 83 interviews were performed across the three institutions. My interview sample included faculty, staff, and trustees. Within-case and cross-case analysis was conducted.;This study has four central findings. First, Kezar's Principles for Organizational Change in Higher Education ('Kezar's Principles') may be an effective list of practical guidelines for implementing student learning outcomes assessment. Second, one of Kezar's Principles appears to be most critical. Namely, before choosing organizational change strategies for implementing assessment, it may be advantageous for college leaders to investigate which strategies are optimal based on their culture, norms, and traditions, and align their strategies accordingly. Third, the greatest challenges to assessment include faculty resistance, scaling up assessment across all units of an institution, and balancing internal and external demands. Fourth, it is important for college leaders to consider how to balance providing autonomy to faculty and staff around their assessment activities with promoting consistency in assessment plans.
机译：本研究考察了三所文理学院的学生学习成果评估的实施策略。自1980年代中期以来，学生学习成果评估在高等教育中的重要性已显着提高。鉴于大专院校改善学生学习的压力，以及在整理评估数据以提高学生表现方面存在的困难，本研究对当前参与评估过程的大学进行的分析是及时且必要的。另外，这项研究是必要的，因为对文理学院进行评估的实证研究是有限的。首先，有关高等教育评估的文献为理解其历史，目的，挑战和预期用途奠定了基础。其次，研究了有关组织变革的文献，以确定了实施评估的有效变革策略。本论文包括三所文科学院的案例研究：一所天主教，一所高选择性和一所选择性较低的机构。访谈，机构文件和实地记录是数据的主要来源。在这三个机构中进行了83次访谈。我的访谈样本包括教师，员工和受托人。进行了案例内和跨案例分析。本研究有四个主要发现。首先，凯撒的高等教育组织变革原则（“凯撒的原则”）可能是实施学生学习成果评估的实用指南的有效清单。其次，凯撒（Kezar）的原则之一似乎是最关键的。也就是说，在选择组织变革策略进行评估之前，大学领导者最好根据他们的文化，规范和传统调查哪种策略是最佳的，并相应地调整他们的策略。第三，评估面临的最大挑战包括师资力量，扩大机构所有部门的评估范围以及平衡内部和外部需求。第四，对于大学领导者来说，重要的是要考虑如何在评估活动的一致性和促进评估工作的一致性之间，为教职员工提供自主权。

著录项

  • 作者

    Rubin, Rachel B.;

  • 作者单位

    Harvard University.;

  • 授予单位 Harvard University.;
  • 学科 Higher education.;Education policy.;Educational evaluation.
  • 学位 Ed.D.
  • 年度 2012
  • 页码 286 p.
  • 总页数 286
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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