Thesis (Ed. D.)--Oregon State University, 1971. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

Yes / Bradford, like most British universities, carries out many school and college outreach events to accustom students to the idea of coming to university and to introduce them to the resources available here. Bradford’s student body includes many first generation students.

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 176 pages. Includes bibliographical references.

Thesis (M.A.)--University of North Carolina Wilmington, 2008. / Includes appendixes: 105-137. Title from PDF title page (viewed September 25, 2008) Includes bibliographical references (p. 105-137)

In 1990, the Northwest Association of Schools and Colleges moved to an accreditation model based on outcomes, their assessment and deliberative attempts at institutional change and improvement. No study existed in northwest community colleges which identified the systematic application of effectiveness indicators for institutional change and improvement. This study was conducted with primary administrators in northwest community colleges that have completed the regional accreditation process since 1990. It examined the perceived importance of using effectiveness indicators for assessing institutional outcomes, and their congruence with actual or potential use in making institutional change and improvements. This study shows there is a positive relationship in community colleges between the development of institutional effectiveness indicators and institutional change and improvement. All administrators believed they should be using effectiveness indicators but used them in varying degrees for planning, improving services, budgeting, accreditation, program review and other decision making processes essential to the functioning of community colleges. Although the use varied by category and administrative subgroup, those administrators who had used effectiveness indicators believed their use led to positive institutional change. In order for this study to have an affect on northwest community colleges, several important conditions need to be addressed. The Northwest Association of Schools and Colleges must enforce Policy Statement 2.2, Policy on Educational Assessment, which requires the adoption of an institutional effectiveness model. Community colleges must embrace this model as a mechanism useful for the continuous improvement process. Faculty, staff, administrators and boards must be trained in the application and use of the institutional effectiveness model. Boards must establish outcomes or institutional goals based on their unique mission and must hold the community college president accountable for the achievement of institutional outcomes and the implementation of an assessment process. Assessment must be completed at all levels of the institution. Institutions must adopt an assessment model that reflects the institutions goals and objectives, and place its responsibility prominently within the organization. Finally, measures must be developed at each level or process by the persons closest to the process. Failure to enforce accreditation standards will lead to publicly enacted performance indicators aimed at achieving institutional effectiveness or accountability. / Graduation date: 1998