What Can Institutional Research do to Help Colleges Meet the Workforce Needs of States and Nations?

Toutkoushian, Robert K.

doi:10.1007/s11162-005-6935-5

Cited by 11 publications

(15 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Toutkoushian (2005), institutions of Higher Education play a vital role in increasing the human capital of individuals as well as society as a whole. Thus, it appears that there are at least two parties that are to profit from education: a) the student, who should develop skills useful for the workplace and life in general, and b) the society, which is interested in college graduates who are competent and responsible contributors to local and global communities.…”

Section: Results Criteria In Higher Education and Multiple Stakeholdementioning

confidence: 99%

“…In the eyes of many stakeholders, colleges and universities first and foremost serve to provide training for students to enter the labor force (Ewell 2001;Toutkoushian 2005). However, society also benefits from research and service activities and from having a more highly-educated population overall (Toutkoushian 2005).…”

Section: Results Criteria In Higher Education and Multiple Stakeholdementioning

confidence: 99%

“…Stakeholder emphasis on assessment Specifics of functions and responsibilities of Higher Education Institutions, such as the relative importance of teaching students, producing research, and participating in community, are influenced by the type of the institution and by local and national contexts (Toutkoushian 2005). Nevertheless, across these various contexts there is a pronounced and growing pressure to present evidence of educational effectiveness to various stakeholders, including students, parents, governmental and local regulatory entities, professional, regional and national accrediting organizations, and representatives of the workforce (Allen 2006;Ewell 2001;Toutkoushian 2005).…”

Section: Definitions and Purposes Of Assessmentmentioning

confidence: 99%

“…Nevertheless, across these various contexts there is a pronounced and growing pressure to present evidence of educational effectiveness to various stakeholders, including students, parents, governmental and local regulatory entities, professional, regional and national accrediting organizations, and representatives of the workforce (Allen 2006;Ewell 2001;Toutkoushian 2005).…”

Section: Definitions and Purposes Of Assessmentmentioning

confidence: 99%

“…Specifically, accrediting organizations as well as governments place growing importance on student academic learning, such as content learning and intellectual development, as an outcome of educational programs (Allen 2006;Bers 2008;Brittingham et al 2008;Ewell 2001Ewell , 2006. In addition, the accreditors, governments and workforce representatives expect that institutions of Higher Education appropriately prepare students for the labor force through development of relevant skills and competencies (Toutkoushian 2005;Voorhees and Harvey 2005). Achievement of such outcomes needs to be appropriately documented through the process of assessment.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education

2010

View full text Add to dashboard Cite

Assessment of educational effectiveness provides vitally important feedback to Institutions of Higher Education. It also provides important information to external stakeholders, such as prospective students, parents, governmental and local regulatory entities, professional and regional accrediting organizations, and representatives of the workforce. However, selecting appropriate indicators of educational effectiveness of programs and institutions is a difficult task, especially when criteria of effectiveness are not well defined. This article proposes a comprehensive and systematic approach to aligning criteria for educational effectiveness with specific indicators of achievement of these criteria by adapting a popular organizational training evaluation framework, the Kirkpatrick's four level model of training criteria (Kirkpatrick 1959;1976;1996), to assessment in Higher Education. The four level model consists of reaction, learning, behavior and results criteria. Adaptation of this model to Higher Education helps to clarify the criteria and create plans for assessment of educational outcomes in which specific instruments and indicators are linked to corresponding criteria. This provides a rich context for understanding the role of various indicators in the overall mosaic of assessment. It also provides Institutions of Higher Education rich and multilevel feedback regarding the effectiveness of their effort to serve their multiple stakeholders. The importance of such feedback is contextualized both in the reality of stakeholder pressures and in theoretical understanding of colleges and universities as open systems according to the systems theory (Katz and Kahn 1966). Although the focus of this article is on Higher Education, core principles and ideas will be applicable to different types and levels of educational programs.

show abstract

Section: Results Criteria In Higher Education and Multiple Stakeholdementioning

confidence: 99%

Section: Results Criteria In Higher Education and Multiple Stakeholdementioning

confidence: 99%

Section: Definitions and Purposes Of Assessmentmentioning

confidence: 99%

Section: Definitions and Purposes Of Assessmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education

2010

View full text Add to dashboard Cite

show abstract

A brief commentary on A Levinasian ethics for education’s commonplaces: Between calling and inspiration by Joldersma.

Downs¹

2018

Journal of Theoretical and Philosophical Psychology

View full text Add to dashboard Cite

With the renewed emphasis on teaching and learning across colleges and universities, there has been increased scholarship of teaching and learning. Clarence W. Joldersma addresses the ethics and justice in teaching and learning in his 2014 book. In his book, Joldersma claims that learning inspires the student to the call of justice, whereas teaching calls teachers to be responsible for students. He applies this analysis to argue that the curriculum, through teachers, encourages students to be responsible for the world revealed through disciplinary knowledge. He also argues that institutions can help enact justice as they navigate the many ethical responsibilities to the many different people that participate in colleges and universities. For Joldersma, the end goal of teaching, learning, the curriculum, and institutions is "the goal of individual and collective human flourishing, something marked by social justice" (p. 113). In the commentary, I argue that Joldersma's claims are too narrow, as he limits how teachers and students are called and inspired and how justice may be served.

show abstract

Perceived Effectiveness of Transformational Training Programs: Dimensions, Measurement and Validation

Qudah¹,

Yang

Li³

2017

2017 International Conference on Industrial Engineering, Management Science and Application (ICIMSA)

View full text Add to dashboard Cite

What Can Institutional Research do to Help Colleges Meet the Workforce Needs of States and Nations?

Cited by 11 publications

References 17 publications

Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education

Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education

A brief commentary on A Levinasian ethics for education’s commonplaces: Between calling and inspiration by Joldersma.

Perceived Effectiveness of Transformational Training Programs: Dimensions, Measurement and Validation

Contact Info

Product

Resources

About