Download or read book An Analysis and Comparison of Public Community College Faculty Administrators and Accreditation Team Members Perceptions of North Central Accreditation written by James Luther Young and published by . This book was released on 1973 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Journal of Health Administration Education written by and published by . This book was released on 1983 with total page 1116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1995 with total page 896 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2002 with total page 580 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of Administrators and Teachers Perceptions of the Accreditation Process and Its Impact on School Improvement in a Selected Group of Public Schools in East Alabama written by Rose Morgan Wood and published by . This book was released on 1999 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceptions of Washington State Community College Administrators about the Northwest Commission for Colleges and Universities New Regional Accreditation Standards written by Teresa A. Holland-Rich and published by . This book was released on 2015 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education is being asked to address issues of quality, accountability, and transparency. Accreditation is one tool higher education institutions use to address these concerns. The purpose of this quantitative study was to analyze the impact of the new accreditation standards adopted by the Northwest Commission for Colleges and Universities (NWCCU) as they related to Washington State community colleges. This study was based on the perceptions of Washington State community college administrators regarding NWCCU's new regional accreditation standards incorporating a continuous quality improvement model. Cross-sectional survey research was used to gather data from Washington State community colleges reaccredited under the new NWCCU standards. An electronic link to the questionnaire was emailed to 271 community college administrators at 10 Washington State community colleges. The questionnaire, adapted from an instrument used by Hollingsworth (2010), was aligned with seven research questions. The adapted instrument used a Likert-scale design consisting of 23 questions, six open-ended questions, and four demographic questions. Data were analyzed using descriptive statistics, pre-data analysis screening and an individual analysis of each research question. Inferential statistics used in this research were a one-sample t test, the Spearman rho correlation, and a one-way ANOVA analysis. This research demonstrates the positive perceptions of Washington State community college administrators about NWCCU's new regional accreditation standards. The majority of administrators agreed that the new standards and the new process help institutions achieve institutional quality improvement, enhance institutional communications, and increase faculty and staff awareness of the institution's mission and core theme objectives. Administrators agreed that their institutions continued to seek information campus-wide for improvement even though the reaccreditation process was complete. School size, number of years being involved in higher education accreditation or job title did not significantly impact administrator perceptions regarding accreditation. This study contributes to on-going national dialogue about the value of regional accreditation. The new accreditation standards adopted by the Northwest Commission for Colleges and Universities (NWCCU) are perceived by administrators participating in the accreditation process in Washington State as a method to demonstrate quality, accountability, and transparency.
Download or read book Faculty and Administrators Perceptions of the ACCJC s Rubrics written by David Grossman and published by LAP Lambert Academic Publishing. This book was released on 2014-08-28 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Accrediting Commission for Community and Junior Colleges (ACCJC) developed the program review and planning rubrics as a supplemental tool for colleges to utilize in analyzing their program review and planning processes in an effort to meet the accreditation standards. This study looked at the perceptions of faculty and administrators in an attempt to realize the depth and breadth of the utilization of the ACCJC's program review and planning rubrics to meet the accreditation standards and for organizational change through Kotter's Change Model.
Download or read book Research in Education written by and published by . This book was released on 1971 with total page 1138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Accreditation Process in Mississippi from the Perspective of Community College Administrators written by Stacey Smith Hollingsworth and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Research studies show that potential barriers may hinder a successful accreditation process. This research study examined perceptions of Mississippi's community/junior college administrators relating to the accreditation process in general, their communication with the regional accrediting agency, and their institution's facilitation of the accreditation process. 150 administrators participated in an online survey containing 36 questions. Likert-scale response set type questions were used to provide precise information related to the research. Two open-ended questions were also used to provide for a deeper understanding of the administrators' perceptions. The data were analyzed using descriptive statistics. ANOVA tests were run to determine if differences existed in the administrators' perceptions based on the administrators' size of institution, latest accreditation process, or position titles. The findings of the study showed that the administrators agreed or strongly agreed with the majority of the survey statements related to the accreditation process in general, their communication with the regional accrediting agency, and their institution's facilitation of the accreditation process. In addition, the findings indicated that there were no significant differences in administrators' perceptions related to the accreditation process. An analysis of the responses to the two open-ended questions suggested the need for consistency in elements relating to the peer review committee's training, experience, and size, and the need for consistency in information and communication from the accrediting agency. Responses also indicated a need for additional funding and personnel. Major themes drawn from the administrators' documented perceptions included the following: (a) the self-study (compliance certification) was a major component of the accreditation process in general; (b) a liaison between the institution and the accrediting agency was a necessity for communication between the two entities; and (c) the leadership committee provided adequate assistance to facilitate the process at the institutional level. The size of the institution, the latest initiation of the process, and the position titles within the institution made no significant statistical difference in the administrators' perceptions.
Download or read book Effects of Accreditation on the Mission and Vision of Three Private Christian Colleges in Northern California written by Richard A.. Tevis and published by . This book was released on 2013 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative phenomenological study examines the effects of accreditation on the mission and vision of private Christian colleges from the perspective of faculty members and administrators. Interviews were conducted with nine participants, one administrator and two faculty members from three different private Christian colleges in northern California: one college was regionally accredited; one was nationally accredited; and, one was non-accredited, but authorized by the state of California to grant Bachelor's degrees. The three research questions were: 1. What value does accreditation bring to a private, Christian college? 2. To what extent does accreditation affect the mission and vision of such an institution? 3. How does a lack of accreditation affect such an institution? The researcher used systems theory (Bertalanffy, 1968) as the guiding framework for this study to examine accreditation and mission statements as concepts within the system of higher education. After examining participant interviews, a new model based on the systems theory framework was derived using the emerging themes in the study findings. The themes of financial aid and outside accreditation agency are considered as "inputs" from the external environment. Accountability and mission, especially mission analysis, are considered part of the "transformation process" of the organization. Collaboration between institutions and reputation are seen as "outputs" of the organization back into the community. "Feedback" could be seen as responses from constituents. It appears that administrators understand the value of accreditation more than faculty members. The administrators made many more positive comments about accreditation. Even though faculty members also made positive comments, there were also negative comments about the amount of extra work that it entailed. The participants from the regionally accredited college did not feel that accreditation affected their mission, but the participants from the other two colleges felt that the type of accreditation or accreditation in general might affect the mission or purpose of a Christian college. Based on participant responses, it would appear that it depends upon the mission of the Christian college and the type of accreditation as to whether or not accreditation would have positive or negative effects upon the mission of a private Christian college. There are negative effects of non-accreditation, but there is a place for such non-accredited Christian education, such as Sunday School, a school of the prophets, or a Bible institute. Some of the positive effects of accreditation are that it allows for a college and its students to receive financial aid, both federal and state. It also provides for outside insight via peer-review from like-institutions and outside accountability. Furthermore, it enables the transferability of credit hours and the acceptance of accredited degrees from institution to institution. Some of the negative effects mentioned by participants are that accreditation can stifle the mission of a Christian institution by imposing criteria, especially social norms, that are not acceptable to such institutions. Also, the time constraints of accredited schools (quarters, semesters, credit hours) can hinder the learning process for some learners who move at a slower pace. Christian institutions of higher education must conduct a thorough mission analysis in order to establish a definitive mission statement for their respective institution. This will enable each institution to determine the need for accreditation and then, if needed, to determine which type of accreditation aptly matches institutional mission.
Download or read book A Comparison of Faculty and Administrator Perceptions of the Merger of Kentucky s Community Colleges and Vocational technical Institutes written by Jason Douglas Warren and published by . This book was released on 2008 with total page 578 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most nationally-recognized, two-year legislative reform initiatives in the U.S. began in Kentucky with the passage of the Kentucky Postsecondary Education Improvement Act of 1997 (HB1). This exploratory, cross-sectional, correlational study was administered at the 10-year anniversary of the HB1-legislated formation of the Kentucky Community and Technical College System (KCTCS), which originally combined 13 community colleges formerly governed by the University of Kentucky and 25 vocational/technical institutes previously governed by the Kentucky Cabinet for Workforce Development. This dissertation examined faculty and administrator perceptions of the merger of Kentucky's community colleges and vocational/technical institutes that resulted from HB1. Two research questions guided the study. The first sought to determine whether significant differences in perceptions of merger were found between Kentucky Community and Technical College System (KCTCS) administrators and faculty. The second research question explored that, if there was a difference between the perceptions of the two groups concerning merger, could that difference be explained through five control variables which were gleaned from the research literature: (a) type of institutional decision-making, (b) depth of merger implementation, (c) level of involvement in merger initiatives, (d) internal versus external motivation for reform initiatives that led to merger, and (e) level of support for state postsecondary education reform initiatives that led to merger. A survey instrument was designed using information gathered from a thorough literature review. A panel of experts validated the instrument. The survey instruments were mailed to a stratified random sample of faculty ( n = 1, 497) and all administrators ( N = 195) of the 16 public two-year colleges that form KCTCS. A total of 569 faculty and administrators returned completed, usable surveys and became the sample for the study. The 33.7 percent total return rate for this study was consistent within the acceptable range described in the research literature. The results of the study suggested that administrators maintained a more positive view of the merger than faculty. A one-way analysis of variance (ANOVA) was used to test the null hypothesis for the first question that there was no difference in the perception of merger, with Perception of Merger as the dependent variable and respondent status, faculty or administrator, as the independent variables. Administrators had a significantly higher mean score than faculty; therefore, the null hypothesis was rejected. Administrators maintained significantly more positive perceptions of the merger compared to faculty. For the second research question, a multivariate analysis of variance (MANOVA) was performed with the six indices of perception, type, depth, support, involvement, and motivation as dependent variables. The MANOVA confirmed that the administrators had significantly higher scale mean scores than faculty. A regression analysis was conducted to determine the degree of the relationship between the dependent variable, Perception of Merger, and the five control variables. The control variable with the strongest correlation for the dependent variable, Perception of Merger, was Level of Support for State Postsecondary Education Reform Initiatives That Led to Merger. All five control variables were significantly and positively associated with the dependent variable, Perception of Merger. Approximately 74% of the variance was predicted by the control variables. Two thematic constructs or clusters emerged from the data collected from administrators offering open-ended comments: (a) increased educational access and attainment--viewed as a positive result of merger, and (b) growth of the KCTCS Central Office and bureaucracy--viewed as a negative result of merger. Overall, administrators offered 31 positive comments regarding the merger and 42 negative comments. Two positive thematic constructs or clusters emerged from the data collected from faculty offering open-ended comments: (a) increased educational access and attainment and (b) improved technical training--both viewed as positive results of merger. Additionally, 15 negative themes emerged: (a) growth of the KCTCS Central Office and bureaucracy, (b) too many administrators, (c) negative impact on technical colleges, (d) the KCTCS President's salary and benefits package, (e) lowered academic standards and declining quality of instruction, (f) negative impact on community colleges, (g) top-down management style, (h) differences of cultures/missions, (i) too much emphasis on enrollment numbers, (j) decline of general education transfer program, (k) rising tuition, (l) lack of local college autonomy, (m) loss of faculty authority and influence in college governance, (n) politically-motivated reforms, and (o) the move from a higher education model to a business model. Overall, faculty made 52 positive comments on the merger and 308 negative comments. The findings will potentially benefit community and technical college leaders, stakeholders, strategic planners, and state higher education boards (particularly those considering a similar merger process or implementing institutional changes that impact organizational culture). Understanding faculty and administrator perceptual differences--as well as identifying the conditions under which successful postsecondary education reforms may thrive--is an important element in guiding successful mergers and organizational change.
Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 1252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Current Index to Journals in Education written by and published by . This book was released on 1991 with total page 1380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1096 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Bibliography of Doctoral Research on the Negro 1933 66 written by and published by . This book was released on 1969 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
