An Analysis of University Academic Department Bylaws to Measure Commitment to Program Assessment: A U.S. Case Study

Autor/inn/en	Gray, Deborah M.; Bennett, Misty; Smart, Karl; Kumar, Anil
Titel	An Analysis of University Academic Department Bylaws to Measure Commitment to Program Assessment: A U.S. Case Study
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2113218 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gray, Deborah M.) ORCID (Smart, Karl) ORCID (Kumar, Anil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2113218
Schlagwörter	Universities; Departments; Contracts; Program Evaluation; Accreditation (Institutions); Educational Quality; Quality Assurance; Values; Educational Policy; Content Analysis; Compliance (Legal); Organizational Culture; Organizational Change; Professional Development; Organizational Effectiveness; Success; Educational Assessment + Suchen Sie Ihr Suchwort? University; Universität; Department; Abteilung; Vertrag; Programme evaluation; Programmevaluation; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Quality of education; Bildungsqualität; Qualitätssicherung; Wertbegriff; Politics of education; Bildungspolitik; Inhaltsanalyse; Unternehmenskultur; Organisationswandel; Unternehmenserfolg; Erfolg; Education; assessment; Bewertungssystem
Abstract	While universities across the globe differ in their assessment practices and processes, program assessment has become a foundation for policy makers, universities, and other stakeholders to demonstrate the quality of their programs. Globally, there are 550 accreditation/quality assurance bodies in 170 countries. The purpose of this study was to examine the relationship between espoused and enacted values related to assessment based on an analysis of academic department bylaws at a large university in the Midwest of the United States. If program assessment is truly valued, program assessment activities should be reflected in a university's procedures that govern promotion and tenure. The assessment policies were reviewed using the department bylaws as observable artifacts. A summative content analysis of 1,106 pages of contractual bylaws for 7 colleges and 40 departments was conducted. The study found a disparity in the espoused value of assessment at MWU compared to the actual or enacted values found in department bylaws. Until a university's enacted values (as seen through artifacts like bylaws) align with espoused values, a tension exists that reinforces assessment as a top-down compliance mandate rather than a continuous improvement effort to increase and ensure student learning. Implications for research and practice follow. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01