An Outcomes-Focused Approach to the Accreditation Self-Study: A Description of the University of San Francisco Self-Study Process.

Autor/in	Newton, Robert R.
Titel	An Outcomes-Focused Approach to the Accreditation Self-Study: A Description of the University of San Francisco Self-Study Process.
Quelle	(1980), (41 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Accountability; Accreditation (Institutions); Committees; Higher Education; Institutional Research; Needs Assessment; Organizational Effectiveness; Research Directors; Research Methodology; Self Evaluation (Groups) + Suchen Sie Ihr Suchwort? Verantwortung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Committee; Ausschuss; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Bedarfsermittlung; Unternehmenserfolg; Forschungsleitung; Research method; Forschungsmethode; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz)
Abstract	A structured approach to a 1980 accreditation self-study conducted at the University of San Francisco in preparation for a reaccreditation visit of the Western Association of Schools and Colleges is described. Assumptions and principles that governed the design of the self-study, steps in the study, and recommendations for future self-studies are considered. An outcomes-focused approach was adopted, whereby the first step was a description of the final product of the self-study, the summary document to be submitted to the accreditation association. A tight timetable was established that integrated the work of 85 task forces and committees. Procedures, format, and expected outcomes were prescribed for each of the task forces and committees. Steps in the self-study were as follows: selection of an executive secretary and steering committee, initial meeting of the steering committee, outlining the self-study, drawing up an organizational chart and timetable for the study, meeting with the executive director of the WASC senior commission, selection of committees and chairpersons, specification of outcomes and deadlines for each committee and task force, orientation of chairpersons, role of the steering committee, final synoptic review, collection of supporting documents, university response to the self-study, and communication with the university community concerning the self-study. Appendices include documents that illustrate the various facets of the organization of the self-study. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC