Literaturnachweis - Detailanzeige
| Autor/inn/en | Hoshaw, Justin P.; Ben-Avie, Michael; Daughtery, Kimberly K.; Santilli, Nicholas R.; Schramm-Possinger, Megan; Di Genova, Lina; Wilkinson, Robert; Grabau, Ashli; Isaacson, Erin M. |
|---|---|
| Titel | Integrated Planning: The "Difference That Makes a Difference" in Institutional Effectiveness over Time |
| Quelle | In: Intersection: A Journal at the Intersection of Assessment and Learning, 2 (2021) 3, (14 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2688-7207 |
| Schlagwörter | Higher Education; Stress Variables; Institutional Mission; Educational Planning; Institutional Evaluation; Strategic Planning; Educational Change; College Administration; Models; Organizational Effectiveness |
| Abstract | Higher education is at a crossroads. Institutions need to be increasingly adaptable to unexpected stressors while building more robust systems for assessing their students' longitudinal, multifaceted development within the context of mission-driven operations. Integrated planning is a collaborative process that meets these goals through the intentional coordination, within and among units, to engage in long-term planning while nimbly responding to changes that warrant procedural alterations so that institutions can meet their strategic goals. In this paper, we demonstrate how the architecture of institutional effectiveness (IE) is inextricably linked to the quality of its integrated planning (IP), with student learning and developmental outcomes at its nexus. (As Provided). |
| Anmerkungen | Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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