A Model for Assessing the Quality of Non-Traditional Programs in Higher Education.

Autor/in	Harshman, Carl L.
Institution	Saint Louis Univ., MO. Metropolitan Coll.
Titel	A Model for Assessing the Quality of Non-Traditional Programs in Higher Education.
Quelle	(1979), (155 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; College Students; Cost Effectiveness; Educational Assessment; Educational Improvement; Educational Quality; Employers; Evaluation Methods; Experimental Colleges; Followup Studies; Graduate Surveys; Higher Education; Models; Nontraditional Education; Nontraditional Students; Outcomes of Education; Participant Satisfaction; Program Effectiveness; Questionnaires; Systems Analysis + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Collegestudent; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; assessment; Bewertungssystem; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Follow-up studies; Kontaktstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Non-traditional education; Alternative Erziehung; Lernleistung; Schulerfolg; Fragebogen; System analysis; Systemanalyse
Abstract	A model developed at Metropolitan College of Saint Louis University for assessing the quality of nontraditional education programs is discussed. The concept of quality in relation to individual programs, accreditation, and students is examined. The limitations of the existing definitions of quality and the methods for measuring it are considered. Open systems theory is recommended as the basis for the theoretical foundations of a quality assessment model. For the purpose of assessment at Metropolitan College, education programs are divided into four elements: environment, inputs, programs, and outcomes. The importance of analyzing cost effectiveness is also emphasized. The implementation of the assessment model is described in three stages: preparation, design, and implementation. Implementations, or test strategies utilizing the models are also described. Four pilot studies were carried out concentrating on employers' perceptions of Metropolitan graduates, analysis of the college's costs and finances, student assessment of student services, and graduates' perceptions of the quality of the program. Suggestions for adapting this model to assess other nontraditional programs are provided. Appended are: a statement about Metropolitan College; references for the financial portion of the report; student services evaluation form; survey questions and summary of data for the survey of selected St. Louis employers; Metropolitan College Alumni Survey 1978; and data from the outcomes study. (SF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC