Analysis of Academic Programs: Comparing Nursing and Other University Majors in the Application of a Quality, Potential and Cost Model

Performance through the lens of evaluation: How to stretch evaluative thinking with strategic decision-making tools

“…These are particularly important deliberations when considering new academic programs and are potentially overlooked when it comes to continuation. Third, financial implications are often a key metric in or for academic program reviews (Booker & Hilgenberg, 2010).…”

“…There are several reasons that academic programs are and should be reviewed outside of legislative and internal policy requirements. First, it is an opportunity to consider the quality of the academic program (Haycock, 2010; Nugent & LaRocco, 2014; Booker & Hilgenberg, 2010; Douglass, 2014). Quality in this instance is subjective, and the parameters used across institutions are not consistent, nor are there clear definitions supplied in the Australian context by TEQSA.…”

Practical Strategies for Nursing Education Program Evaluation

“…However, students are often drawn to a parent institution because of the presence of a nursing major, whether they complete the major or transfer to another field. Thus, when evaluating the cost of nursing program to assess the true benefits of the program, it is important to present data on the number of students enrolling in the university with an intent to major in nursing, and nursing student enrollment in courses housed in other departments, such as the sciences and liberal arts (Booker & Hilgenberg, 2010). Yet, systematic review on program evaluation concluded that nursing programs often did not have the mechanisms in place to determine whether their programs lost or made money for the parent institution (Horne & Sandmann, 2012).…”

La gestión de programas académicos desde la perspectiva de la gestión del conocimiento apoyada con esquemas preconceptuales

“…Zapata et al [1] proponen una representación del conocimiento relativo a la gestión de programas académicos en instituciones de Educación Superior. Para ello, emplean el conocimiento que se encuentra disperso en diferentes artículos [2][3][4][5][6][7][8][9][10][11][12][13] y, luego de una revisión de contenidos, establecen una unificación terminológica que posibilita la comparación y consolidación de un esquema preconceptual común, que se muestra en la figura 2. Posteriormente, y tomando como base dicha figura, emplean tres esquemas preconceptuales ejecutables (véanse las figuras 3, 4 y 5) para ejemplificar el uso del esquema de la figura 2, con miras a su uso en la gestión del conocimiento asociado con los programas académicos.…”

“…En un trabajo previo del grupo de investigación [1] se establecieron las principales dificultades asociadas con la gestión de programas académicos. En general, los procesos y objetivos se encuentran dispersos en diferentes enfoques [2][3][4][5][6][7][8][9][10][11][12][13], pero aun así se encuentran vacíos al comparar con los programas académicos reales y confrontar la opinión de gestores de esos programas.…”