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Tables of Contents for Ensuring the Quality and Productivity of Education and Professional Development Activities
Chapter/Section Title
Page #
Page Count
Preface
iii
Figures
ix
Tables
xi
Summary
xiii
Acknowledgments
xix
Acronyms
xxi
Introduction
1
6
Background
1
1
Motivation
2
1
Objectives and Approach
3
2
Organization of the Report
5
2
Framework
7
6
The System of DoD Civilian Education and Professional Development
8
3
Framework for Analyzing the Assessment of System Performance
11
2
Phase One: System-Level Assessment
13
10
Goals of System-Level Assessment
13
2
Identifying Misalignment
13
1
Optimizing Resource Allocation at the System Level
14
1
How Systems Establish a Structure for Such Assessment
15
1
How Systems Identify Misalignments
16
2
How Systems Allocate Resources
18
1
Need for Standardized Data and Course Offerings
19
1
Beyond Assessment: Promoting Workforce Improvement
20
1
Multiple Benefits
21
1
Lessons for the Chancellor's Office
21
2
Phase Two: Assessing How Well Providers Meet Customer Needs
23
21
Model 1: Intermediary Assesses or Guides Provider's Process of Assessment
24
4
ISO 9000
25
1
The Academic Audit
26
2
Model 2: Intermediary Conducts the Assessment
28
6
State Higher Education Governing and Coordinating Boards
29
1
U.S. News and World Report
30
1
Accrediting Agencies
31
1
Malcolm Baldrige National Quality Award
32
1
The Problem of Compliance
32
2
Model 3: Provider Conducts the Assessment
34
3
The University of Phoenix
35
1
The Urban Universities Portfolio Project
36
1
Model 4: Student Competencies Are Assessed
37
3
Microsoft's Technical Certification Programs
38
1
The Department of Labors SCANS Initiative
39
1
Western Governors University
39
1
Strengths and Weaknesses of the Four Approaches
40
4
Choosing the Right Model for Phase Two
44
11
Purposes of Assessment
44
3
Level of Authority
47
1
Level of Resources
48
1
Centralization of Operations
49
1
System Heterogeneity
50
2
System Complexity
52
1
Summary
53
1
Implications for the Chancellor's Office
53
2
Three Steps for Assessing Providers
55
20
Step One: Identifying Goals
56
3
Goal Setting Guides the Assessment Process
56
1
How to Set Goals
56
1
Level of Stakeholder Involvement
57
2
Step Two: Selecting Measures
59
5
Input Measures
59
1
Process Measures
60
1
Outcome Measures
61
1
Choosing Measures
61
3
Step Three: Evaluate Performance Using Measures
64
3
Comparison with External Peers
64
1
Comparison with Preset Standards
65
1
Comparison with Internal Peers
66
1
Comparison with Past Performance
66
1
Measurement Validity and Reliability
67
4
Validity
67
2
Reliability
69
1
Implications
70
1
Bringing It All Together: Integrating All Three Steps
71
2
Relevance of the Three Assessment Steps for the Chancellor's Office
73
2
Conclusions and Recommendations
75
140
Phase One: DoD Should Devote Attention to the First Phase of Assessment
75
1
Phase Two: Recommendations
76
3
Consider the Purpose of Assessment
77
1
Consider Constraints Within the DoD Education and Professional Development System
77
1
Integrate the Three Assessment Steps
78
1
Appendix
A. Overview of Appendices
79
3
B. State Higher Education Boards
82
18
B.1. Texas Higher Education Coordinating Board
88
7
B.2. Kentucky Council on Postsecondary Education
95
5
C. Process Auditors-Academic Audit
100
11
C.1. International Organization for Standardization
106
5
D. Accrediting Agencies
111
19
D.1. Western Association of Schools and Colleges
123
7
E. Professional Societies
130
21
F.1. U.S. Department of Transportation
133
6
F.2. U.S. Air Force Training and Education
139
6
F.3. U.S. Navy Individual and Mission Training
145
6
G. Corporate Professional Development and Training
151
32
G.1. Lucent Technologies Learning and Performance Center
162
6
H.1. U.S. News and World Report
168
7
I.1. Baldrige Award
175
8
J. Certifiers of Student Competencies
183
32
K.1. University of Phoenix
190
6
K.2. U.S. Air Force Academy, Department of Management
196
6
K.3. Balanced Scorecard
202
8
K.4. The Urban Universities Portfolio Project: Assuring Quality for Multiple Publics
210
5
Bibliography
215
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