Institutional effectiveness models are examined in two community colleges, judged to have exemplary institutional effectiveness systems in place. One community college is organized within the context of a state level governance system and one is organized under the authority of a local Board of Trustees. / The institutional effectiveness models are examined through an integrated framework of open systems theory and the concepts of effective planning and evaluation processes required by the criteria contained in Section III of the Southern Association of Colleges and Schools' accreditation criteria. / The research questions addressed in this study focus on: (a) the events and circumstances that impeded or encouraged the development of the institutional effectiveness model, (b) the elements and strategies of exemplary planning and evaluation practices in the selected institutions, (c) how planning and evaluation practices are integrated into the operational activities of the case institutions, (d) how the existing governance structure influences the institutional effectiveness process, and (e) the role the governing board plays in the utilization of evaluation data to improve institutional effectiveness in the case institutions. / Qualitative research data were collected through interviews, institutional documents, and observations. Triangulation of the data ensured the trustworthiness of the study. A narrative report was reviewed by the designated liaisons at the case institutions to verify interpretations of the data. / The results of the study suggested that presidential leadership was a major factor in the development of the institutional effectiveness systems. Other significant factors included regional accreditation criteria and state policies encouraging institutional effectiveness efforts. / Contextual factors such as the unique institutional culture, governance structure, administrative organizations, and institutional resource development played an integral role in the development of the institutional effectiveness systems. The findings revealed that planning and evaluation information was utilized to focus institutional energies and resources upon the achievement of quality educational experiences to support student success. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0698. / Major Professor: Louis Bender. / Thesis (Ed.D.)--The Florida State University, 1992.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76622 |
| Contributors | Ziel, Joan Williams., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 256 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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