Forming an academic program review learning community: description of a conceptual model

Abstract

Purpose Higher education institutions are required to evaluate program quality through cyclical program review processes. Despite often being considered the “gold standard” of academic review, there persists dissatisfaction with the lack of integration of program review findings into other planning processes, such as budgeting, assessment and strategic planning. As a result, the notion of program review action plans “collecting dust on the shelf” is so ubiquitous that the concept is normalized as an expected outcome. The purpose of this paper is to describe a conceptual model whereby teams of faculty members receive education and training from quality assurance practitioners and educational developers, access to institutional resources, opportunities for cross-departmental collaborations and collective advocacy to increase the capacity of faculty members to implement improvement goals resulting from program reviews. Design/methodology/approach The authors theorize that a professional learning community is a meaningful approach to program review and present a conceptual model – the Academic Program Review Learning Community (PRLC) – as an antidote to hierarchical, fragmented, compliance-oriented processes. The authors suggest that the PRLC offers a reliable institutional framework for learning through formalized structures and nested support services, including peer learning and external coaching, which can enhance the catalytic capacity of reviews. Findings The authors argue that postsecondary institutions should create formal structures for incorporating learning communities because, without a reliable infrastructure for collective learning, decision-making may be fragmented oridiosyncratic because of shifting demands, priorities or disconnected faculty. Originality/value A learning community model for program review fits well with a new way to think about program review because faculty are most engaged when they feel ownership over the process. Furthermore, few models exist for conducting program review; as a result, chairs and academics often struggle to conduct reviews without a coherent framework to draw upon.

A Systematic Review of Learning Community Impacts on International Student Success

“…Regularly evaluate the effectiveness of learning community programs in supporting international student success by collecting feedback, conducting surveys, and tracking outcomes. Use assessment data to identify areas for improvement, refine programmatic interventions, and enhance the overall effectiveness of learning communities in supporting international students (Hankins, 2022;Hoare, et al, 2022). Strategies for enhancing engagement, learning outcomes, and satisfaction within learning communities.…”

Developing and Sustaining Northeastern’s EdD Program During and Post Pandemic

“…The process described above aligns with Hoare and Hondzel's (2022) conceptual model of the program review team for academic program review learning community. In contrast to centralized models and hierarchical models common in higher education (Holcombe et al, 2021), Hoare and Hondzel (2022) advocate for a community-based model utilizing the principles of distributed leadership situated within the best practices found in professional learning communities. The program review team, typically made of three to five members, forms the nucleus of the community.…”

“…The program review team, typically made of three to five members, forms the nucleus of the community. Hoare and Hondzel (2022) specifically note the socialness of learning as key to a successful, community-based approach to a program review team.…”

“…The model contains five additional layers, each focused on supporting the program review team. These layers include an interdisciplinary program cohort, senior leadership, quality assurance practitioners, alignment with the mission and vision, and regulatory requirements (Hoare & Hondzel, 2022). Of relevance to our experiences, we focused on amplifying the social justice mission and vision of our program through the curriculum refresh.…”

“…Our work began with the following question: How can we adapt our program to better serve our students considering the pandemic and the racial reckoning following the murder of George Floyd? We formed an academic program review learning community (Hoare & Hondzel, 2022), allowing us to engage in a curriculum refresh process through this time.…”