Community College Institutional Effectiveness Perspectives of Campus Stakeholders

This study addresses a campus institutional effectiveness (IE) process and its influence on faculty and staff. Although a comprehensive, rational IE process appeals to campus leaders, this study found that it creates significant faculty and staff challenges. Campus leaders, faculty, and staff differ...

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Bibliographic Details
Published inCommunity college review Vol. 34; no. 4; pp. 302 - 323
Main Authors Skolits, Gary J., Graybeal, Susan
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.04.2007
Sage Publications, Inc
SAGE PUBLICATIONS, INC
Subjects
Academic Education
Accountability
Accreditation
Associations
Barriers
College Environment
College Faculty
Community Colleges
Community Relations
Educational planning
Employee Attitudes
Evaluation
Faculty College Relationship
Higher education
Innovation
Institutional Evaluation
Institutional Research
Leaders
Learning
Learning outcomes
Methods
Organizational effectiveness
Professional responsibilities
R&D
Research & development
Response rates
School Effectiveness
School Personnel
Stakeholders
Support personnel
Teacher Attitudes
Two Year Colleges
United States
San Francisco California
Thousand Oaks California
United States > US
Tennessee
institutional effectiveness
community college effectiveness
institutional research
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Summary:This study addresses a campus institutional effectiveness (IE) process and its influence on faculty and staff. Although a comprehensive, rational IE process appeals to campus leaders, this study found that it creates significant faculty and staff challenges. Campus leaders, faculty, and staff differ in their (a) knowledge and support of IE; (b) participation in IE process activities; and (c) perceptions of IE strengths, weaknesses, and usefulness. Needed IE data are typically available to campus stakeholders except for student learning outcomes data across all academic programs. Administrators, faculty, and staff agree that a lack of time is the major IE impediment. IE expectations may be too challenging for campus participants, and faculty and staff need more institutional support to analyze and use existing data. Future research should focus on faculty and staff aspects of community college effectiveness.
ISSN:0091-5521
1940-2325
DOI:10.1177/0091552106299493