Institutional Development in Higher Education: A Conceptual Framework for Evaluation: Appendix B. The Development of Institutions of Higher Education: Theory and Assessment of Impact of Four Possible Areas of Federal Intervention.

Autor/inn/en	St. John, Edward P.; Weathersby, George B.
Institution	Harvard Univ., Cambridge, MA. Graduate School of Education.
Titel	Institutional Development in Higher Education: A Conceptual Framework for Evaluation: Appendix B. The Development of Institutions of Higher Education: Theory and Assessment of Impact of Four Possible Areas of Federal Intervention.
Quelle	(1977), (58 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrative Policy; Bibliographies; Change Strategies; College Planning; Decision Making; Developing Institutions; Educational Improvement; Evaluation Criteria; Federal Aid; Federal Legislation; Financial Support; Higher Education; Intervention; Models; Organizational Change; Organizational Development; Policy Formation; Public Policy; Resource Allocation + Suchen Sie Ihr Suchwort? Lösungsstrategie; Studienplanung; Decision-making; Entscheidungsfindung; Teaching improvement; Unterrichtsentwicklung; Bundesrecht; Finanzielle Förderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Organisationswandel; Organisationsentwicklung; Politische Betätigung; Öffentliche Ordnung; Ressourcenallokation
Abstract	During the past decade, public and private funding agencies have invested large sums in programs designed to strengthen struggling colleges and universities. However, there is an absence of a conceptual framework for assessing the impact of these programs on funded institutions. Such a framework is described in this paper. To illustrate the need for new concepts of institutional development, the authors review previous studies of the Developing Institutions Program, Title III of the Higher Education Act of 1965. Then, based on a review of contemporary research, they apply existing theories of economic and organizational development and propose a sequential pattern of development that most institutions pass through as they develop. Finally, they suggest how existing measures might be used to diagnose an institution's current state of development. A five-page bibliography is included. (Author/LBH)
Anmerkungen	USOE-OPBE, Room 4087, 400 Maryland Avenue, S.W., Washington, D. C. 20202, or Harvard Graduate School of Education, c/o George B. Weathersby, 450 Gutman Library, Harvard University, Cambridge, Massachusetts 02138
Erfasst von	ERIC (Education Resources Information Center), Washington, DC