The wide use of renewable energy technologies for generating electricity can be seen as one way of meeting environmental and climate change challenges along with a progression to a low-carbon economy. A large number of policy instruments have been formed and employed to support the adoption of renewable energy technologies in the power generation sector. However, the success of these policies in achieving their goals relies on how effective they are in satisfying their targets and thus increasing renewable energy adoption. One measurement for effectiveness of policy instruments can be their contribution to the input of the process of renewable energy adoption and their effect on satisfying regional goal. The objective of this research is evaluate the effectiveness of energy policy instruments on increasing the adoption of renewable energy by developing a comprehensive evaluation model. Criteria used in this assessment depend on five perspectives that are perceived by decision makers as important for adoption process. The decision model linked the perspectives to policy targets and various energy policy instruments. These perspectives are: economic, social, political, environmental and technical. The research implemented the hierarchical decision model (HDM) to construct a generalized policy assessment framework. Data for wind energy adoption in the Pacific Northwest region were collected as a case study and application for the model. Experts' qualitative judgments were collected and quantified using the pair-wise comparison method and the final rankings and effectiveness of policy alternatives with respect to the mission were identified. Results of this research identified economic feasibility improvement of renewable energy projects as the most influential perspective and that renewable portfolio standards and tax credits are the two most effective criteria to accomplish that. The research also applied sensitivity analysis and scenario analysis to identify the effect of regional perspectives future priority changes on determining the most effective policy for this perspective. Results showed that renewable portfolio standards and tax credits were found to be the two most effective policies among the alternatives assessed. The research model and outcome can serve as policy check tool in policy making for renewable energy development in any region. Based on the overall research findings, policymakers can apply specific policy instruments to support adoption efforts for any given scenario and regional emphasis.

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