The problem with which this study is concerned is to determine the status of academic program evaluation in Texas' senior colleges and universities. The purpose of the study is to determine current procedures, timelines, participants, and use of results of academic program evaluation in the surveyed institutions. The presidents of the seventy-three senior colleges and universities in Texas were contacted for permission to conduct the study. Fifty-four presidents gave their permission and supplied designated contact individuals, forty-six of whom responded for a 62 per cent response rate. The twentyitem survey instrument, which was designed to fulfill the purpose of the study, was evaluated by experts in the field of academic program evaluation at the senior institutional level. All data are reported by frequency, percentage, and rank ordering because these data indicate frequency of use and degree of importance.

College student satisfaction is a concept that has become more prevalent in higher education research journals. Little attention has been given to the psychometric properties of previous instrumentation, and few studies have investigated the structure of current satisfaction instrumentation. This dissertation: (a) investigated the tenability of the theoretical dimensional structure of the Noel-Levitz Student Satisfaction Inventory™ (SSI), (b) investigated an alternative factor structure using explanatory factor analyses (EFA), and (c) used multiple-group CFA procedures to determine whether an alternative SSI factor structure would be invariant for three demographic variables: gender (men/women), race/ethnicity (Caucasian/Other), and undergraduate classification level (lower level/upper level). For this study, there was little evidence for the multidimensional structure of the SSI. A single factor, termed General Satisfaction with College, was the lone unidimensional construct that emerged from the iterative CFA and EFA procedures. A revised 20-item model was developed, and a series of multigroup CFAs were used to detect measurement invariance for three variables: student gender, race/ethnicity, and class level. No measurement invariance was noted for the revised 20-item model. Results for the invariance tests indicated equivalence across the comparison groups for (a) the number of factors, (b) the pattern of indicator-factor loadings, (c) the factor loadings, and (d) the item error variances. Because little attention has been given to the psychometric properties of the satisfaction instrumentation, it is recommended that further research continue on the SSI and any additional instrumentation developed to measure student satisfaction. It is possible that invariance issues may explain a portion of the inconsistent findings noted in the review of literature. Although measurement analyses are a time-consuming process, they are essential for understanding the psychometrics characterized by a set of scores obtained from a survey, or any other form of assessment instrument.

The primary objectives of this study were to provide detailed understanding of: (1) the processes by which Virginia's student assessment policy developed; (2) the current expectations and intentions of policy makers in regard to assessment; and (3) the anticipated direction of state policy in regard to uses of and further requests for information documenting institutional processes and quality. Primary data for this study included over 100 document sources, supplemented by interviews with 61 individuals involved in the policy making process. Virginia's assessment policy was shaped by a national trend toward state efforts to stimulate reform and "quality assurance" procedures in higher education, as well as the interests of the State Council of Higher Education staff in using assessment to advance an agenda for review and renewal of undergraduate curricula. Student assessment has been marked in Virginia by efforts to maintain an institution-centered approach to the process. As a result of the desire not to characterize assessment as an accountability mechanism, these activities have been guided by general and somewhat vague guidelines and expectations from SCHEV and other state officials. Assurances that institutions have meaningful and appropriate programs in place were desired, but most officials had limited concepts of what would constitute such processes and further indicated little concern with obtaining or using specific data. Assessment and related activities were seen by state officials as positive and logical components of necessary self-evaluation undergone by any agency or organization. As SCHEV officials awaited the first full institutional reports in summer 1989, it was apparent that only a very negative report on the quality of institutional efforts might spur prescriptive action on the part of the General Assembly. / Ph. D.

Student satisfaction and service quality are interrelated constructs that are associated with improving student retention. This research investigated the relationships between these constructs in the context of an institution of higher education as an information system and sought to reduce the dimensionality of what have traditionally been considered orthogonal factors of these constructs in order to produce a parsimonious model and survey instrument that may be useful in assessing and predicting overall student satisfaction and overall service quality. The methods of analysis used in this study are quantitative in nature and included the use of descriptive univariate, bivariate, and multivariate analyses; exploratory factor analysis to examine latent dimensions within the data; and multiple linear regressions to measure the predictive efficacy of combinations of variables with respect to overall student satisfaction and overall service quality. It was hypothesized that the statistical treatment of the data would show that some dimensions routinely collapse, leading to possible valuable theoretical implications.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-04-09T13:02:40Z No. of bitstreams: 1 Fabricio Ghinato Mainieri.pdf: 1726247 bytes, checksum: a305860b7ca3aa0e58df16eb43206266 (MD5) / Made available in DSpace on 2018-04-09T13:02:40Z (GMT). No. of bitstreams: 1 Fabricio Ghinato Mainieri.pdf: 1726247 bytes, checksum: a305860b7ca3aa0e58df16eb43206266 (MD5) Previous issue date: 2018-03-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / During the 1990s, Brazil underwent major transformations in higher education, with the reformulation of its Educational regulation, which accelerated the process of transformation of Brazilian higher education, adopting characteristics of a neoliberal State. The objective of this research is to perform a survey of the evolution new enrollment, total enrollment and graduating of Brazilian higher education, after the establishment of the Law of Guidelines and Bases n. 9.394/1996, with the emergence of large private educational groups and the formation of listed higher educational companies. In this context, the aspects that characterize this evolution and its expansion will be identified, especially in the listed higher educational institutions (BOVESPA), when compared to other private higher educational or public higher educational, as well as their impact on the official indicators of academic quality resulting from this governmental strategy. The results show the great expansion that took place, especially in the listed higher educational companies, including improvements in most of the official quality indicators of Brazilian higher education / Durante a década de 1990, o Brasil passou por grandes transformações no ensino superior, com a reformulação em seu marco regulatório, o que acelerou o processo de transformação do ensino superior brasileiro, adotando características de um Estado neoliberal. O objetivo desta pesquisa é realizar um levantamento da evolução de ingressantes, matrículas e concluintes do ensino superior brasileiro, após a instituição da Lei de Diretrizes e Bases n. 9.394, de 1996, com o surgimento dos grandes grupos educacionais privados e a formação dos conglomerados educacionais de capital aberto. Nesse contexto, serão identificados os aspectos que caracterizam essa evolução e sua expansão, principalmente nas instituições de ensino de capital aberto listadas em bolsa de valores (BOVESPA), quando comparada às demais IES privadas ou IES públicas, bem como seus reflexos nos indicadores oficiais de qualidade acadêmica resultantes dessa estratégia governamental. Os resultados evidenciam a grande expansão ocorrida, principalmente nas IES de Capital Aberto, inclusive com melhora na maioria dos indicadores oficiais de qualidade do ensino superior brasileiro

CAPES / Os programas de pós-graduação em Administração cresceram 40% entre os anos de 2009 e 2014, tornando necessária uma avaliação para assegurar a qualidade desses cursos, identificar as assimetrias regionais e de áreas estratégicas do conhecimento. O objetivo desta dissertação é utilizar a Analise por Envoltória de Dados (DEA – data envelopment analysis) e DEA Window para analisar a eficiência dos cursos e sua evolução entre os triênios. De acordo com as entradas e saídas adotadas essa dissertação contribui para a análise da eficiência acadêmica dos cursos. Foram utilizados dados da pós-graduação em Administração nas universidades brasileiras, dos programas que possuem doutorado em Administração, entre os anos de 2004 a 2006, 2007 a 2009 e de 2010 a 2012. No triênio de 2004 a 2006 23,5% dos programas avaliados foram eficientes. Entre 2007 e 2009 39% dos programas foram eficientes e entre 2010 a 2012 48,6% dos programas atingiram eficiência máxima. Ao resolver o DEA Window o período que se destacou foi 2007 a 2009 com o maior número de programas com eficiência máxima, na média por janelas mais da metade dos cursos estão com eficiência entre 99% e 80%. Observa-se o aumento das publicações qualificadas e no número de teses. Em compensação o número de docentes permanentes diminuiu em quase todos os programas. Diminuiu também o número de trabalhos publicados em anais de eventos técnico-científicos, já que, esses não contaram como produções bibliográficas. / The postgraduate programs in business grew 40% between 2009 and 2014, therefore, an assessment is necessary to ensure the quality of these courses, identify regional asymmetries and strategic areas of knowledge. The purpose of this work is to use the Data Envelopment Analysis (DEA) and DEA Window to analyze the efficiency of the courses and their evolution between the years. According to the inputs and outputs adopted this dissertation contributes to the analysis of academic efficiency of the Business in postgraduate couses. The data used is from programs in Brazilian universities that have a PhD in Business, between the years 2004 to 2006, 2007 to 2009 and 2010 to 2012. In the period from 2004 to 2006 23.5% of the evaluated programs were effective. Between 2007 and 2009 39% of the programs were efficient and between 2010 to 2012 48.6% of programs reached maximum efficiency. To solve the DEA Window the period that stood out was from 2007 to 2009 with the largest number of programs with maximum efficiency on window average more than half of the courses have efficiency between 99% and 80%. Observed an increase in qualified publications and the number of theses. In contrast the number of permanent teachers decreased in almost all programs. also decreased the number of papers published in proceedings of technical-scientific events as these did not count as bibliographic productions.

CAPES / Os programas de pós-graduação em Administração cresceram 40% entre os anos de 2009 e 2014, tornando necessária uma avaliação para assegurar a qualidade desses cursos, identificar as assimetrias regionais e de áreas estratégicas do conhecimento. O objetivo desta dissertação é utilizar a Analise por Envoltória de Dados (DEA – data envelopment analysis) e DEA Window para analisar a eficiência dos cursos e sua evolução entre os triênios. De acordo com as entradas e saídas adotadas essa dissertação contribui para a análise da eficiência acadêmica dos cursos. Foram utilizados dados da pós-graduação em Administração nas universidades brasileiras, dos programas que possuem doutorado em Administração, entre os anos de 2004 a 2006, 2007 a 2009 e de 2010 a 2012. No triênio de 2004 a 2006 23,5% dos programas avaliados foram eficientes. Entre 2007 e 2009 39% dos programas foram eficientes e entre 2010 a 2012 48,6% dos programas atingiram eficiência máxima. Ao resolver o DEA Window o período que se destacou foi 2007 a 2009 com o maior número de programas com eficiência máxima, na média por janelas mais da metade dos cursos estão com eficiência entre 99% e 80%. Observa-se o aumento das publicações qualificadas e no número de teses. Em compensação o número de docentes permanentes diminuiu em quase todos os programas. Diminuiu também o número de trabalhos publicados em anais de eventos técnico-científicos, já que, esses não contaram como produções bibliográficas. / The postgraduate programs in business grew 40% between 2009 and 2014, therefore, an assessment is necessary to ensure the quality of these courses, identify regional asymmetries and strategic areas of knowledge. The purpose of this work is to use the Data Envelopment Analysis (DEA) and DEA Window to analyze the efficiency of the courses and their evolution between the years. According to the inputs and outputs adopted this dissertation contributes to the analysis of academic efficiency of the Business in postgraduate couses. The data used is from programs in Brazilian universities that have a PhD in Business, between the years 2004 to 2006, 2007 to 2009 and 2010 to 2012. In the period from 2004 to 2006 23.5% of the evaluated programs were effective. Between 2007 and 2009 39% of the programs were efficient and between 2010 to 2012 48.6% of programs reached maximum efficiency. To solve the DEA Window the period that stood out was from 2007 to 2009 with the largest number of programs with maximum efficiency on window average more than half of the courses have efficiency between 99% and 80%. Observed an increase in qualified publications and the number of theses. In contrast the number of permanent teachers decreased in almost all programs. also decreased the number of papers published in proceedings of technical-scientific events as these did not count as bibliographic productions.

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Organisational culture and external quality assurance in higher education have both drawn significant attention to their promise of greater organisational effectiveness and efficiency and enhanced, improved higher education respectively. In recent years, these constructs have been linked by an assumption that an organisational culture that is amenable to change would be more receptive to the introduction of formal external quality‐assurance structures, systems and instruments, as these are aimed at effective and efficient higher education practices, processes and outcomes. However, this assumption has not been sufficiently tested given that there are significant philosophical, conceptual and methodological controversies and contestations surrounding both constructs. While the organisational culture literature has been littered with a proliferation of paradigms and, albeit, fragmented theories, there has been a paucity of theory building in the corresponding literature on quality in higher education in general and on the impact of external quality assurance on institutions specifically. A qualitative case study was conducted at a newly merged university of technology to investigate two taken‐for‐granted assumptions: first, that organisational cultures are homogenous, unitary and centred around shared values and could therefore easily be manipulated (usually from the top by management), and second, that the introduction of external quality assurance is an unproblematic technology that will be accepted without question by higher education institutions as it was premised upon the laudable aim of improving the quality of those institutions. A conceptual four‐perspective framework was developed to critically evaluate the literature and provide the basis for the threedimensional model used in analysing the findings. The research generated several key conclusions that appear to challenge commonly held and articulated positions with regard to organisational culture and external quality assurance. First, organisational culture should be considered as being more ephemeral than concrete, multidimensional than singular, characterised simultaneously by conflict, consensus and indifference and in a constant state of flux. Second, external quality assurance is not necessarily a value‐free and neutral exercise aimed at improving the quality of teaching and learning, as promised in its early conceptualisation and implementation. Third, multiple cultures may exist simultaneously, interact with and influence each other constantly and of course determine interactions within the organisation and the nature of engagement with externally originated initiatives. Fourth, external quality assurance has purposes that go beyond its often morally just and public‐good motives as it tacitly and overtly acts as an agent of control, empowerment and transformation and simultaneously as an agent of the state, though not necessarily to the same extent. / AFRIKAANSE OPSOMMING: Organisatoriese kultuur en eksterne gehalteversekering in hoër onderwys het albei die aandag in groot mate gevestig op hulle belofte van groter organisatoriese doeltreffendheid en doelmatigheid en gevorderde, verbeterde hoër onderwys onderskeidelik. In die afgelope paar jaar is hierdie konstrukte byeengebring deur ʼn veronderstelling dat ʼn organisatoriese kultuur wat vatbaar is vir verandering, meer ontvanklik sal wees vir die invoer van formele eksterne strukture, stelsels en instrumente vir gehalteversekering, aangesien dit op doeltreffende en doelmatige praktyke, prosesse en uitkomste vir en van hoër onderwys gerig is. Hierdie aanname is egter nie voldoende getoets nie gegee die feit dat daar aansienlike filosofiese, konseptuele en metodologiese strydvrae en twispunte ten opsigte van albei konstrukte bestaan. Terwyl literatuur oor organisatoriese kultuur deur ʼn magdom paradigmas en weliswaar gefragmenteerde teorieë oorweldig is, was teoriebou in die ooreenstemmende literatuur oor gehalte in hoër onderwys in die algemeen en oor die impak van eksterne gehalteversekering op instellings in die besonder redelik skaars. ʼn Kwalitatiewe gevallestudie is onderneem by ʼn universiteit van tegnologie wat onlangs saamgesmelt het om twee aannames wat as vanselfsprekend aanvaar is, te ondersoek: eerstens, dat organisatoriese kulture homogeen, unitêr en óm gedeelde waardes gesentreer is en dat dit dus maklik gemanipuleer kan word (gewoonlik van bo af deur die bestuur), en tweedens, dat die invoer van eksterne gehalteversekering ʼn onproblematiese tegnologie is wat sonder teenspraak deur hoëronderwysinstellings aanvaar sal word, aangesien dit op die prysenswaardige oogmerk van verbetering van die gehalte van daardie instellings gegrond is. ʼn Konseptuele raamwerk bestaande uit vier perspektiewe is ontwikkel vir die kritiese evaluering van die literatuur en dit verskaf die grondslag vir die driedimensionele model wat vir die analise van die bevindings gebruik is. Die navorsing het verskeie belangrike gevolgtrekkings na vore laat kom wat algemeen geldende en duidelik bepaalde posisies ten opsigte van organisatoriese kultuur en eksterne gehalteversekering blyk uit te daag. Eerstens moet organisatoriese kultuur beskou word as efemeries eerder as konkreet, multidimensioneel eerder as enkelvoudig, terwyl dit gelyktydig deur konflik, konsensus en onverskilligheid gekenmerk word en in ʼn gedurige toestand van wisseling verkeer. Tweedens is eksterne gehalteversekering nie noodwendig, soos in die vroeë konseptualisering en implementering belowe, ʼn waardevrye en neutrale oefening gemik op verbetering van die gehalte van onderrig en leer nie. Derdens kan veelvuldige kulture gelyktydig bestaan, met mekaar in interaksie tree en mekaar voortdurend beïnvloed en natuurlik interaksies binne die organisasie en die aard van betrokkenheid by inisiatiewe wat ekstern ontstaan, bepaal. Vierdens het eksterne gehalteversekering oogmerke wat veel verder strek as die motiewe daarvan wat dikwels moreel geregverdig en vir die openbare beswil is aangesien dit stilswyend en op overte wyse optree as ʼn agent vir beheer, bemagtiging en transformasie en tegelyk as ʼn agent van die regering, alhoewel nie noodwendig tot dieselfde mate nie.