Accountability through Assessment of Administrative Organizations in Higher Education

Autor/in	Kniola, David J.
Titel	Accountability through Assessment of Administrative Organizations in Higher Education
Quelle	In: European Journal of Higher Education, 3 (2013) 1, S.89-101 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2013.778044
Schlagwörter	Accountability; Administrative Organization; Higher Education; Educational Facilities; Outcomes of Education; Educational Policy; Institutional Evaluation; Educational Philosophy; Educational Quality; Institutional Research; Efficiency + Suchen Sie Ihr Suchwort? Verantwortung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsstätte; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; Bildungsphilosophie; Erziehungsphilosophie; Quality of education; Bildungsqualität; Institutionelle Forschung; Effectiveness; Effektivität; Wirkungsgrad
Abstract	Accountability is among the least understood policy issues in higher education (Burke 2005). The rapid rise in tuition costs in both public and private institutions (Heller 2006) in all corners of the globe (Altbach, Reisberg, and Rumbley 2009) has challenged the idea of higher education as a public good. Student learning outcomes is one significant response and has garnered tremendous attention. Universities have implemented robust assessment processes in academic areas. Similar changes are underway in university research where principle investigators are now required to submit assessment and evaluation plans to funding agencies. However the accountability movement has seemingly overlooked large segments of the enterprise. Administrative areas such as information technology, facilities, athletics, and finance have been less transparent. Attempts to assess these non-academic units have previously relied on corporate practices and have taken a consumerist approach. This article looks at the idea of administrative assessment and advances a new technique designed to more closely align educational philosophy while responding to calls for quality, efficiency, and effectiveness in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01