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Student outcomes assessment: A study...

VerBerkmoes, John F.

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Student outcomes assessment: A study of the organizational factors that foster or inhibit progress in establishing a culture of assessment within graduate theological schools.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Student outcomes assessment: A study of the organizational factors that foster or inhibit progress in establishing a culture of assessment within graduate theological schools./
Author:	VerBerkmoes, John F.
Description:	325 p.
Notes:	Adviser: Ann E. Austin.
Contained By:	Dissertation Abstracts International67-05A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3216183
ISBN:	9780542687891

Student outcomes assessment: A study of the organizational factors that foster or inhibit progress in establishing a culture of assessment within graduate theological schools.
VerBerkmoes, John F.

Student outcomes assessment: A study of the organizational factors that foster or inhibit progress in establishing a culture of assessment within graduate theological schools. - 325 p.

Adviser: Ann E. Austin.

Thesis (Ph.D.)--Michigan State University, 2006.

Since the mid-1980's assessment of student learning has been a topic of significant and sustained focus within higher education. After some initial resistance to the student outcomes assessment movement, recent research indicates that postsecondary institutions are now engaging the activities of assessment. However, there is also evidence from the literature that institutions are failing to utilize the data collected in assessment for decision making and quality improvement, and failing to establish full cycle cultures of assessment. This is true of higher education in general and graduate theological education in particular. Virtually no studies have been conducted to look at assessment from the perspective of organizational design or organizational culture. The purpose of this study was to investigate "what" organizational factors fostered or inhibited progress in establishing a culture of assessment within a graduate theological school. Further, the study sought to determine "how" these key factors fostered or inhibited the work of assessment. Three bodies of literature informed this study: (1) The general literature on assessment within higher education laid the foundation for understanding the history, purposes, methods, and use of assessment of student learning; (2) The assessment literature within graduate theological education provided historical perspective on assessment within North American seminaries affiliated with The Association of Theological Schools (ATS) and provided insight into the unique challenges and slow progress of assessment within graduate theological education; (3) The literature on organizational change provided concepts and frameworks related to cultural change, a perspective that invited the researcher to think about assessment of student learning in terms of organizational design and cultural change.

ISBN: 9780542687891Subjects--Topical Terms:

626645
Education, Administration.

Student outcomes assessment: A study of the organizational factors that foster or inhibit progress in establishing a culture of assessment within graduate theological schools.
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245 1 0 $a Student outcomes assessment: A study of the organizational factors that foster or inhibit progress in establishing a culture of assessment within graduate theological schools.
300 $a 325 p.
500 $a Adviser: Ann E. Austin.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1613.
502 $a Thesis (Ph.D.)--Michigan State University, 2006.
520 $a Since the mid-1980's assessment of student learning has been a topic of significant and sustained focus within higher education. After some initial resistance to the student outcomes assessment movement, recent research indicates that postsecondary institutions are now engaging the activities of assessment. However, there is also evidence from the literature that institutions are failing to utilize the data collected in assessment for decision making and quality improvement, and failing to establish full cycle cultures of assessment. This is true of higher education in general and graduate theological education in particular. Virtually no studies have been conducted to look at assessment from the perspective of organizational design or organizational culture. The purpose of this study was to investigate "what" organizational factors fostered or inhibited progress in establishing a culture of assessment within a graduate theological school. Further, the study sought to determine "how" these key factors fostered or inhibited the work of assessment. Three bodies of literature informed this study: (1) The general literature on assessment within higher education laid the foundation for understanding the history, purposes, methods, and use of assessment of student learning; (2) The assessment literature within graduate theological education provided historical perspective on assessment within North American seminaries affiliated with The Association of Theological Schools (ATS) and provided insight into the unique challenges and slow progress of assessment within graduate theological education; (3) The literature on organizational change provided concepts and frameworks related to cultural change, a perspective that invited the researcher to think about assessment of student learning in terms of organizational design and cultural change.
520 $a The study consisted of case studies of two graduate theological schools, one "exemplary" and one "compliant" in relation to the ATS standards of accreditation on the assessment of student learning. In addition to document review, eleven organizational participants were interviewed at each institution. Within-case and cross-case analysis was conducted. Findings from the study suggest that fostering a culture of assessment within a graduate theological school requires the alignment of a number of factors related to organizational design (i.e., mission/vision, strategy, structure, human resource systems, decision support systems, rewards systems, leadership behavior). The three most important of these organizational design factors appeared to be structure, human resource systems and leadership behavior. Beyond the factors related to organizational design, four additional factors emerged as important in fostering or inhibiting progress in establishing a culture of assessment. These other factors included accreditation, engagement in distance learning, participant understanding of assessment, and the use of data in decision making. The study concludes with implications for accrediting agencies, academic leaders, and theological faculty members, as well as recommendations for future research.
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650 4 $a Education, Higher. $3 543175
650 4 $a Education, Religious. $3 1017705
650 4 $a Education, Tests and Measurements. $3 1017589
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710 2 0 $a Michigan State University. $3 676168
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