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Tables of Contents for Ensuring Quality and Productivity in Higher Education
Chapter/Section Title
Page #
Page Count
Foreword
xiii
Introduction
1
3
Objectives and Approach
4
2
Framework
6
3
Organization of the Report
9
2
Phase One: System-Level Assessment
11
12
Goals of System-Level Assessment
11
2
How Systems Establish a Structure for Such Assessment
13
2
How Systems Identify Misalignments
15
2
How Systems Allocate Resources
17
2
Need for Standardized Data and Course Offerings
19
1
Beyond Assessment: Promoting Workforce Improvement
20
1
Multiple Benefits
21
2
Phase Two: Assessing How Well Providers Meet Customers' Needs
23
26
Model One: Intermediary Assesses or Guides Provider's Process of Assessment
24
4
Model Two: Intermediary Conducts the Assessment
28
8
Model Three: Provider Conducts the Assessment
36
5
Model Four: Student Competencies Are Assessed
41
3
Strengths and Weaknesses of the Four Approaches
44
5
Choosing the Right Model for Phase Two
49
12
Purposes of Assessment
49
4
Level of Authority
53
1
Level of Resources
54
1
Centralization of Operations
55
1
System Heterogeneity
56
8
Provider Complexity Within a System
58
1
Summary
58
3
Three Steps for Assessing Providers
61
20
Step One: Identify Goals
62
3
Step Two: Select Measures
65
6
Step Three: Evaluate Performance Using Measures
71
3
Measurement Validity and Reliability
3
2
Bringing It All Together: Integrating All Three Steps
76
1
Relevance of the Three Assessment Steps to Assessors
77
4
Conclusions and Recommendations
81
6
Phase One Recommendations
82
1
Phase Two Recommendations
82
5
Appendices
87
72
A. Corporate Professional Development and Training
87
20
B. Process Auditors-Academic Audit
107
8
C. State Higher Education Boards
115
22
D. Balanced Scorecard
137
10
E. Certifiers of Student Competencies
147
8
F. On-line Sources
155
4
Notes
159
4
References
163
10
Index
173