Performance Funding in Higher Education: A Critical Analysis of Tennessee's Experience.

Sonst. Personen	Banta, Trudy W. (Hrsg.)
Institution	National Center for Higher Education Management Systems, Boulder, CO.
Titel	Performance Funding in Higher Education: A Critical Analysis of Tennessee's Experience.
Quelle	(1986), (176 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accreditation (Institutions); College Planning; Educational Assessment; Educational Finance; Educational Policy; Educational Quality; Full State Funding; General Education; Higher Education; Institutional Evaluation; Outcomes of Education; Program Evaluation; Resource Allocation; Self Evaluation (Groups); State Aid; State Colleges; State Standards + Suchen Sie Ihr Suchwort? Schulleistung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Studienplanung; Education; assessment; Bewertungssystem; Bildungsfonds; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Staatliche Förderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Ressourcenallokation; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz)
Abstract	Changes at the University of Tennessee, Knoxville (UTK), begun when the Tennessee Higher Education Commission (THEC) initiated a funding mechanism designed to promote assessment and improvement of quality, are chronicled. Implications for program evaluation, planning, and resource allocation in other state colleges and universities are also discussed in the following chapters: (1) "Development of Performance Funding Criteria by the Tennessee Higher Education Commission: A Chronology and Evaluation" (Robert A. Levy); (2) "Planning and Resource Allocation at the University of Tennessee, Knoxville: Institutional Responses to Changes in State Funding Policies" (Homer S. Fisher); (3) "Comprehensive Program Evaluation at the University of Tennessee, Knoxville: A Response to Changes in State Funding Policy" (Trudy W. Banta); (4) "Accreditation as a Performance Indicator" (C. Warren Neel); (5) "Measuring Achievement in General Education" (W. Lee Humphreys); (6) "Measuring Achievement in the Major Field" (William H. Calhoun); (7) "Measuring Perceived Program Quality" (Kent D. Van Liere and William Lyons); (8) "Assessing the Quality of Higher Education through Comprehensive Program Review" (Mary P. Richards and C. W. Minkel); and (9) "Performance Funding and Institutional Response: Lessons from the Tennessee Experience" (Peter Ewell). Copies of the following are appended: THEC standards of performance, 1970; instructional evaluation variables and standards, 1981-82; instructional evaluation variables, November 21, 1983, THEC; instructional evaluation information for College D; student satisfaction survey excerpt from report for Department A; and guidelines for self-study document. References are provided with the individual chapters. (KM)
Anmerkungen	NCHEMS Publications, P.O. Drawer P, Boulder, CO 80302-9752 ($12.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC