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首页> 外文OA文献 >Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Collegesu27 Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions
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Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Collegesu27 Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions

机译：通过认证展示高等教育的有效性：对南方高等学校协会委员会关于制度有效性和学生学习的认证标准如何受到精选机构内部环境的影响的分析综述

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In the United States, measuring and documenting institutional effectiveness in postsecondary educational institutions is not a one-size-fits-all process. Although this can be effectively accomplished in a variety of ways, the best approach for any higher education institution is one that is tailored to the institution’s unique environment and directly supports the its mission. Nevertheless, there are common factors that can greatly influence institutions’ ability to measure and demonstrate levels of effectiveness directly tied to student learning.This qualitative study was designed to gain an understanding of how factors within a higher education environment, including structure, practices and processes, can impact the institution’s ability to evidence institutional effectiveness related to student learning. The study examined institutional effectiveness as defined by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), and reviewed specific components of student learning assessment through SACSCOC Comprehensive Standard 3.3.1.1 (Institutional Effectiveness – Educational Programs).The researcher applied a multi-site case study approach to gain an in-depth understanding of this phenomenon. Through purposeful sampling, seven higher education institutions were selected from the 2011/2012 SACSCOC Reaffirmation Class. The phenomenon was studied at each institution as a single case, and using Yin’s cross-experiment logic, a cross case analysis was also conducted. In addition, to attain the most compelling results from this multi-site case study, both literal and theoretical replication (Yin, 1989) was employed.The researcher concluded that there were four significant variables that impacted the ability of the institutions to sufficiently evidence institutional effectiveness associated with student learning. These variables included leadership, institutional culture, resource allocation, and the planning and assessment processes at the institutions.
机译：在美国，衡量和记录中学后教育机构的制度有效性并不是一个万能的过程。尽管可以通过多种方式有效地实现这一目标，但对于任何高等教育机构而言，最好的方法都是针对其独特的环境量身定制并直接支持其使命的方法。尽管如此，仍有一些共同的因素会极大地影响院校衡量和证明与学生学习直接相关的有效性水平的能力。本定性研究旨在了解高等教育环境中的因素，包括结构，实践和过程可能会影响该机构证明与学生学习相关的机构有效性的能力。这项研究检查了南方高等学校协会委员会（SACSCOC）定义的机构有效性，并通过SACSCOC综合标准3.3.1.1（机构有效性–教育计划）审查了学生学习评估的特定组成部分。现场案例研究方法以深入了解这种现象。通过有针对性的抽样，从2011/2012年SACSCOC重新确认班中选出了7个高等教育机构。该现象在每个机构中作为单个案例进行了研究，并使用尹的交叉实验逻辑对交叉案例进行了分析。此外，为了从多站点案例研究中获得最令人信服的结果，采用了文字和理论上的重复（Yin，1989）。研究人员得出结论，有四个重要变量影响着机构充分证明机构的能力与学生学习相关的有效性。这些变量包括领导力，机构文化，资源分配以及机构的计划和评估过程。

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    Minnis Tia A;

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  • 年度 2014
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