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
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/33771 |
| Date | 15 April 1998 |
| Creators | Sorensen, James E. |
| Contributors | Engel, Joanne B. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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