College of Education Assessment Administrators: Work Experiences, Challenges, and Incongruities

Autor/inn/en	Lock, Leonard K.; Kraska, Marie
Titel	College of Education Assessment Administrators: Work Experiences, Challenges, and Incongruities
Quelle	In: Studies in Higher Education, 40 (2015) 5, S.852-866 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2013.853287
Schlagwörter	Work Experience; College Faculty; Management Systems; Graduate Study; Periodicals; Role; Advisory Committees; Surveys; Faculty Development; Time on Task; Reputation; Institutional Evaluation; Institutional Characteristics; Administrator Attitudes; Program Improvement; Accountability; Universities; Colleges; Administrator Characteristics; Multivariate Analysis; Schools of Education; Evaluation Methods; Decision Making + Suchen Sie Ihr Suchwort? Employment experience; Job experience; Occupational experience; Berufserfahrung; Fakultät; Aufbaustudium; Graduiertenstudium; Hauptstudium; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Rollen; Beratungsstelle; Survey; Umfrage; Befragung; Zeitaufwand; Verantwortung; University; Universität; College; Hochschule; Fachhochschule; Multivariate Analyse; Erziehungswissenschaftliche Fakultät; Decision-making; Entscheidungsfindung
Abstract	The study was based upon surveying colleges/schools of education with graduate programs from the "US News and World Report" "Best Education Schools 2011" (N = 89). Results indicated that greatest time was spent on data collection, data management, and compilation; while least time was focused on instrument technical characteristics and opportunities for professional development. Working with faculty to facilitate their engagement of the assessment process was viewed as most challenging; in contrast opportunities for professional development was seen as least challenging. Several benefits of a strong advisory assessment committee on time on tasks were also supported; however, there was no influence of years of work experience or type of data management system. A limited set of time spent on task-challenge discordant areas were identified, most notably occurring on intrapersonal or technical endeavors. The roles of these findings impacting the efficacy of the assessment process are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01