Managing Change-Engaging Faculty in Assessment Opportunities

Autor/in	Andrade, Maureen Snow
Titel	Managing Change-Engaging Faculty in Assessment Opportunities
Quelle	In: Innovative Higher Education, 36 (2011) 4, S.217-233 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-010-9169-1
Schlagwörter	Higher Education; Academic Freedom; Governance; Accreditation (Institutions); Educational Change; College Faculty; Evaluation; Colleges; Accountability; Academic Achievement; Administrators + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Akademische Freiheit; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Bildungsreform; Fakultät; Evaluierung; College; Hochschule; Fachhochschule; Verantwortung; Schulleistung
Abstract	Regional accrediting bodies require evidence that higher education institutions are meeting their stated goals. Institutions have answered this call for accountability by assessing student learning. Managing change in order to implement assessment practices is a challenge, however, particularly when autonomy, academic freedom, and shared governance are involved. Leadership theories offer practical strategies for administrators instituting assessment-related change. Using these theories as a guide, this article provides suggestions for leading assessment initiatives, garnering faculty support, and establishing a culture of assessment. The suggestions are organized around a four-frame model based on the premise that leaders must consider multiple perspectives to be successful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10