Assessing a State-Mandated Institutional Accountability Program: The Perceptions of Selected Community College Leaders

Harbour, Clifford P.; Nagy, Paul

doi:10.1080/10668920590934161

Cited by 16 publications

(10 citation statements)

References 14 publications

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“…Numerous studies have indicated that PBF adoption has spurred, at least in part, institutional efforts designed to improve academic and student support services. Harbour and Nagy (2005) conducted interviews with senior leaders from four community colleges in North Carolina and reported that three of the four colleges made adjustments in programs and staffing in an effort to improve their performance on incentivized measures; however, faculty leaders described a disconnect between the PBF program and classroom practices related to teaching and learning. In a case study of five teaching-focused regional universities in Maine, Mississippi, and Virginia, interviews with faculty, staff, and administrators suggested that PBF could generate a renewed commitment to student success but the financial implications of PBF policies for their specific institution were less clear (Wayt & LaCost, 2016).…”

Section: The Intended Outcomes Of Pbf Adoptionmentioning

confidence: 99%

Performance-Based Funding in American Higher Education: A Systematic Synthesis of the Intended and Unintended Consequences

Ortagus

Kelchen

Rosinger

et al. 2020

Educational Evaluation and Policy Analysis

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This systematic synthesis examines the intended and unintended consequences of performance-based funding (PBF) policies in higher education. Within this synthesis, we focus particularly on evidence from research studies with strong causal inference designs in an effort to understand the impacts of these policies. PBF adoption is generally associated with null or modest positive effects on the intended outcomes of retention and graduation, but there is also compelling evidence that PBF policies lead to unintended outcomes related to restricting access, gaming of the PBF system, and disadvantages for underserved student groups and under-resourced institution types. PBF policies including equity provisions for colleges that enroll or graduate underserved student groups have been found to offset some of these unintended consequences. Based on this synthesis, we offer policy recommendations and directions for future research on PBF policies, including the need to consider variation in policy design and the broader state policy context.

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Section: The Intended Outcomes Of Pbf Adoptionmentioning

confidence: 99%

Performance-Based Funding in American Higher Education: A Systematic Synthesis of the Intended and Unintended Consequences

Ortagus

Kelchen

Rosinger

et al. 2020

Educational Evaluation and Policy Analysis

View full text Add to dashboard Cite

show abstract

“…Birnbaum (1988) states that the role of the higher education president is to preserve the existing culture. In a case study of four North Carolina community colleges, Harbour and Nagy (2005) found resistance to North Carolina General Assembly mandated accountability measures by senior administration and faculty. Some of the resistance to accountability standards in Harbour and Nagy (2005) was attributed to the perception that the measures intruded on their institutional autonomy.…”

Section: Strategic Planning To Meet Demands Of the Three Perspectivesmentioning

confidence: 97%

“…In a case study of four North Carolina community colleges, Harbour and Nagy (2005) found resistance to North Carolina General Assembly mandated accountability measures by senior administration and faculty. Some of the resistance to accountability standards in Harbour and Nagy (2005) was attributed to the perception that the measures intruded on their institutional autonomy. Successful campuses adapted their cultures strategically to use the measures as targets for performance improvement (Harbour & Nagy, 2005).…”

Section: Strategic Planning To Meet Demands Of the Three Perspectivesmentioning

confidence: 97%

“…Some of the resistance to accountability standards in Harbour and Nagy (2005) was attributed to the perception that the measures intruded on their institutional autonomy. Successful campuses adapted their cultures strategically to use the measures as targets for performance improvement (Harbour & Nagy, 2005). An additional perspective on culture indicates that there may be differences in views of strategic planning among faculty and administrators with faculty potentially unsure if their voice will be valued in the process (Welsh, Nunez, & Petrosko, 2005).…”

Section: Strategic Planning To Meet Demands Of the Three Perspectivesmentioning

confidence: 98%

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Strategic Responses to Accountability Demands: A Case Study of Three Community Colleges

Lattimore

D’Amico

Hancock

2012

Community College Journal of Research and Practice

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As community colleges receive attention focused on their role in addressing postsecondary needs, they are subject to varying levels of accountability, which necessitates the development of strategic approaches to leading institutions. Burke (2005) recognizes three accountability perspectives that higher education institutions must consider: market, political, and academic. The strategic planning processes used at three North Carolina community colleges reflect a balanced approach to responding to the accountability requirements of all three perspectives. Using a qualitative multisite case study of the colleges, five themes emerge as implications for practice: (a) Involve stakeholders in strategic planning and implementation; (b) Create a student-centered culture; (c) Provide fiscal accountability with data-driven decision making; (d) Develop a balanced strategic approach to all accountability perspectives; and (e) Integrate regional accreditation principles into strategies. By applying the convergent practices of the three successful colleges, community colleges can create strategic plans to meet the needs of a variety of stakeholders, assert fiscal management, and encourage continuous improvement of programs and processes.As the nation struggles with a slow economic recovery, community colleges have received significant attention on their role in addressing postsecondary needs. More specifically, families find that community colleges provide an affordable first step toward a baccalaureate degree.

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“…Furthermore, equity funding components, such as the disadvantage uplift and ALS funding, show college administrators that the government is a reasonable partner and that it will provide the additional resources to make student success a reality. By contrast, U.S. policies which demand better student outcomes without additional funding that considers educational inputs have been viewed with skepticism (Burke & Associates, 2002;Dougherty & Hong, 2005;Harbour & Nagy, 2005).…”

Section: Conclusion: Policy Learning For Us Community Colleges?mentioning

confidence: 99%

Funding for Performance and Equity: Student Success in English Further Education Colleges.

Jaquette

2006

EPAA

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The impact of performance funding on community college student outcomes is a contested issue. Performance funding policies in most U.S. states involve too small a proportion of funding to change college behavior. English further education colleges are similar to U.S. community colleges. 1992 policy reforms in England centralized policy control, and implemented a per-pupil funding formula; 10% of all funding is based on student success but other components of the funding formula pay colleges more money for enrolling disadvantaged students. This research uses five years of student level data to test the impact of these policies. Overall student success rates rose by 10% during the five-year period, with the largest gains made by ethnic minorities, adult basic education students, and students from disadvantaged neighborhoods. Although the English system depends on regulatory agencies that do not exist in the U.S., the major assertion of this research is that market-based funding policies˜if properly designed˜can promote equity in educational achievement.

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Assessing a State-Mandated Institutional Accountability Program: The Perceptions of Selected Community College Leaders

Cited by 16 publications

References 14 publications

Performance-Based Funding in American Higher Education: A Systematic Synthesis of the Intended and Unintended Consequences

Performance-Based Funding in American Higher Education: A Systematic Synthesis of the Intended and Unintended Consequences

Strategic Responses to Accountability Demands: A Case Study of Three Community Colleges

Funding for Performance and Equity: Student Success in English Further Education Colleges.

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