Literaturnachweis - Detailanzeige
| Autor/in | Dick, Lorne |
|---|---|
| Titel | A Rationale and Suggested Procedures for the Evaluation of Senior Administrators. |
| Quelle | (1978), (21 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Administrator Evaluation; Administrators; Board Administrator Relationship; Board of Education Role; Evaluation Criteria; Evaluation Methods; Governing Boards; Literature Reviews; Models; Postsecondary Education; Presidents; Teacher Participation |
| Abstract | This exploration of the current literature on organized evaluations of presidents at higher education institutions reveals five issues related to the development of effective evaluations. The first of these is the need for a formal evaluation based on the social context in which administrators work and not upon models gleaned from officer evaluation programs in the military or from management by objectives concepts used in business. In considering a second issue--who should conduct the evaluation--the relative merits of faculty and board participation are presented. A suggestion is made that a committee composed of all concerned parties, including students and alumni, be used to advise the board of governors who should retain final say in the evaluation. Third, various criteria for evaluation are discussed as they appear in the literature. Several of these take into consideration the objectives that were determined when the administrator was hired, his/her handling of current problems, and the limits imposed on the administrator by the character of the institution. Fourth, one proposed list of steps in the evaluation process is cited. Finally, consideration is given to two models for instruments of evaluation, one that requires a series of descriptive, analytical, and judgmental essays and one that requires only checklist answers. A bibliography is included. (JP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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