Dimensions of Academic Program Quality

Fairweather, James S.; Brown, Dennis F.

doi:10.1353/rhe.1991.0022

Cited by 16 publications

(12 citation statements)

References 12 publications

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“…The rotated factor solution given in Table 2 shows that each item loaded cleanly on one factor; the smallest primary loading was .61 and the highest secondary loading was .37. The first factor, reputation, includes quality of faculty research [23] [46], provision of faculty salaries, grants, raises, and other support [15] [24], and financial and other support from government and industry [lo] [52]. The second factor, teaching effectiveness, includes integration of courses in the curricula [33], an up-to-date curriculum [24] [SO], innovative teaching approaches [lo], and formal networks for course and instructor evaluations [33] [46].…”

Section: Management [ L L ] [22] [41]mentioning

confidence: 99%

“…includes a friendly relationship between students and faculty [ 11, a 'mentor' relationship between students and advisor/faculty [28], and a low studentlfaculty ratio [4] [23]. The fifth factor, non-academic student development, includes student growth in non-academic areas [ 101 [46] and availability of non-academic facilities (e.g., gymnasiums, cafeterias) [80].…”

Section: Management [ L L ] [22] [41]mentioning

confidence: 99%

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The Alignment between Organizational Critical Success Factors and Information Technology Capability in Academic Institutions

Sabherwal¹,

Kirs²

1994

Decision Sciences

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Alignment between organizational critical success factors (CSFs) and competencies is widely believed to improve performance. This study examines the performance implications of alignment between CSFs and one source of competence, the organization's information technology capability. The effects of three antecedent factors-environmental uncertainty, integration, and IT management sophistication-are also examined.This paper uses survey data from 244 large academic institutions, along with some secondary data. Following the profile deviation approach to measure alignment, the academic institutions are divided into three clusters based on their CSFs: the academic comprehensives, the reputed giants, and the small educators. The ideal profile of IT capability is next developed for each cluster in terms of four dimensions: information retrieval, electronic communication, computing facilities for students, and computer-aided education. Alignment is then computed for each institution as the proximity of its IT capability profile from the ideal IT capability profile for the cluster to which it belongs.The results suggest that alignment facilitates both perceived IT success and organizational performance. Moreover, sophisticated IT management facilitates both alignment and perceived IT success, environmental uncertainty facilitates perceived IT success but not alignment, and integration facilitates neither alignment nor perceived IT success.

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Section: Management [ L L ] [22] [41]mentioning

confidence: 99%

Section: Management [ L L ] [22] [41]mentioning

confidence: 99%

The Alignment between Organizational Critical Success Factors and Information Technology Capability in Academic Institutions

Sabherwal¹,

Kirs²

1994

Decision Sciences

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“…Although we believe that scholarship depends on a certain degree of autonomy, the successful evaluation of its contribution to the institution requires a recognition of differing hierarchical positions and the environments that they face. The insights produced by games played under differing resource constraints are not interchangeable (Fairweather and Brown, 1991). To do otherwise treats too many factors as constraints and tends to engage in extensive wishful thinking about what might be possible.…”

mentioning

confidence: 99%

Faculty evaluation as a social dilemma: a game theoretic approach

Grant¹,

Fogarty²

1998

Accounting Education

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This paper considers issues pertaining to accounting faculty performance evaluation as it is generally applied in the United States. How performance is evaluated is a question of interest to all stakeholders in the enterprise of accounting education, particularly in the light of recent changes in the educational environment. Some characteristics of faculty performance evaluation are institutionspecific. For example, the number of years of service required before a tenure decision can vary across universities, and the level of formality in the evaluation process is not uniform. Furthermore, some business schools do not use the separate academic department structure. Regardless of these differences, evaluation is typically a function of the faculty member's research, teaching, and service contributions, and precise expectations are rarely fully specified, leaving open the question of just how any particular contributions are evaluated. We use game theory to create a model of faculty efforts and outcomes within a social dilemma; and we develop interdependent social dilemmas, two social dilemmas played simultaneously. Within accounting academia, these two dilemmas represent the resource allocation among departments within a business school, and the payoff scenarios facing individual faculty within an accounting department. The interdependence arises because the payoffs available in each dilemma simultaneously depend on the outcome of the other. Our model highlights the dependence of group performance and resulting resource availability on the distribution of faculty efforts toward the attainment of personal and collective goals. The results indicate the possibility of increasing the resources available to all by recognizing a broader definition of faculty contribution. Placing faculty evaluation within the social dilemma context can improve both departmental and individual outcomes by encouraging both collective and individual efforts.Faculty, Performance, Evaluation, Research, Teaching, Service, Tenure, Interdependent, Social Dilemma, Game Theory, Resources,

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“…The Powell and DiMaggio book and similar efforts have described new sociological ways to understand the development of institutions and their contributions to society. Yet the role of such efforts in organizational change through strategic planning to promote program quality (Fairweather & Brown, ) and distinctiveness has not been developed fully. Recent commentators (Hendrickson, Lane, Harris, & Dorman, ; Toma, ) point to using competitive strategy as a way of furthering institutional distinctiveness, mission, and values.…”

mentioning

confidence: 99%

Developing Distinctive Degrees

Goodchild¹,

Chambers

Freeman

2016

New Drctns for Instit Rsrch

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Understanding one's competitive stance in a globally competitive environment provides the requisite awareness to maintain both competitive edge and institutional responsiveness. In this chapter, three case studies are presented to provide examples of ways in which strategic scanning can enhance the academic program development process and how offices of institutional research may assist in launching potentially distinctive academic degrees.

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Dimensions of Academic Program Quality

Cited by 16 publications

References 12 publications

The Alignment between Organizational Critical Success Factors and Information Technology Capability in Academic Institutions

The Alignment between Organizational Critical Success Factors and Information Technology Capability in Academic Institutions

Faculty evaluation as a social dilemma: a game theoretic approach

Developing Distinctive Degrees

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