Indicators of institutional achievement: some theoretical and empirical considerations

Abstract

This article outlines a number of general approaches to organisational effectiveness, and three approaches to effectiveness in the more specific field of higher education.The literature survey is used to derive a broad framework suggestive of the main causal relationships likely to exist between various areas of institutional achievement, and this framework is used as a background to discussion of empirical evidence.Empirical findings in the field of institutional achievement are sparse and poorly interconnected. The article summarises findings from product portfolio matrix studies and Cameron's work on effectiveness, discusses some aspects of institutional management, and outlines some differences between British and American universities regarding the acquisition of funds.The article concludes with comments on some methodological aspects of assessing institutional achievement.

A Review on the Models of Organizational Effectiveness: A Look at Cameron's Model in Higher Education

“…Nevertheless, a comparative result between some models of organizational effectiveness in higher education shows some overlapping. For instance, Yorke's (1987) study indicated some common features between Cameron's (1978) model and Antia and Cuthbert's (1976) model. Moreover, Kleeman and Richardson (1985) described some similarity between their model and Cameron's (1978) model.…”

Effectiveness of College Management – A Comparative View of Teachers and Principals

“…Teacher satisfaction with Source: Yorke, 1987 (Chen et al, 2006). Dirks and Ferrin (2001) explained that trust of employees in an organisation results in distinct effects such as more positive attitudes, higher levels of cooperation, and superior levels of performance.…”

“…Cameron (1978) and Lindsay (1982) have discussed various attributes of organizational effectiveness which a college should achieve by effective management. Yorke (1987) discussed eleven dimensions of organizational effectiveness (Figure 1). Present study tried to include all attributes relevant for colleges to investigate about management.…”

Appraisal and Accountability in Higher Education: Some Current Issues*

“…The recent CVCP document on performance indicators (CVCP, 1987d) specifically warns against the making of such comparisonsbut presents its data in such a way as to make this misuse easy and most other use difficult (SCASSU, 1988). In particular it is difficult on the basis of that document to make comparisons over time for a particular indicator, probably the most important managerial use that such indicators can be put to (Yorke, 1987). A good example, based on American experience, on how such performance data in general can be used for management purposes and some of the difficulties inherent in such use has been given by Kinnick (1985).…”