Evaluating State Higher Education Performance<i>Measuring Up 2000</i>

Callan, Patrick M.; Doyle, William R.; Finney, Joni E.

doi:10.1080/00091380109601782

Cited by 14 publications

(9 citation statements)

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“…The concept of accountability in a bureaucratic democracy justifies the government's attempts to enforce sound management practices (Yates 1982). The government acts in the public interest, in part because higher education is now viewed as a social and political right, rather than a privilege, and in part because the individual and societal benefits of education and training beyond high school have never been greater, and in part because the nation's investment in education has never been higher (Alexander 2000;Kerr 1963;Callan et al 2001, Spellings 2006Baum and Ma 2007). Our political culture holds that access to higher education, facilitated by public funding, should be provided to every child and adult who seeks it.…”

Section: Policy Problem and Conceptual Frameworkmentioning

confidence: 96%

Measuring Up: Examining the Connections among State Structural Characteristics, Regulatory Practices, and Performance

Volkwein

Tandberg

2007

Res High Educ

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Using Measuring Up data from 2000, 2002, 2004, and 2006, this study examines the extent to which the state performance grades, and changes in grades, are associated with the characteristics of each state and its arrangements for higher education governance and control. To what extent is each state's higher education performance a product of relatively controllable governance and regulatory practices versus relatively uncontrollable measures of state size, affluence, and demographics? Using both Time Series Analysis and OLS Regression, the results show that the measures of state size, affluence, education levels, and growth account for the greatest share of explained variance in State Measuring Up grades. Few of the higher education governance and accountability practices are statistically associated with the index scores on Measuring Up. Only the centrality of state higher education governance is significantly related to two of the state grades, and the relationship is negative. Moreover, changes in state regulation, performance systems, and governance structures over the past decade have not produced dramatic changes in the grades each state receives on the national report card.

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Section: Policy Problem and Conceptual Frameworkmentioning

confidence: 96%

Measuring Up: Examining the Connections among State Structural Characteristics, Regulatory Practices, and Performance

Volkwein

Tandberg

2007

Res High Educ

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“…The balance score card is a performance measurement tool that is widely accepted and used in various sectors including educational institutions, that emphasizes the importance of using both financial and non-financial indicators in performance measurement attempts. The literature review on performance management and performance measurement in educational sector focuses on different areas varying from public education (Smith &Meier,1995a;Wrinkle &Steward & Polinard, 1999;&Guthrie, 2009) to higher education (Richardson,1995;Berg,1972;Ferris,1992;Brown,1999;Clifford &Guthrie, 1990) from quality in education (Smith & Meier,1995b;Guthrie& Neumann, 2007;Kurien, 1981) to evaluation (Callan & Doyle & Finney, 2001) and diversity in education (Ely,2004). Performance is a very broad concept that it can be analyzed in an institutional level, divisional level or individual level.…”

Section: Performancementioning

confidence: 99%

Impact of Usage of ICT and Performance on Quality in Higher Education Institutions: An Empirical Study

Metin

Llapi

et al. 2017

2017 UBT International Conference

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This study presents the relationship among the quality, performance and usage of ICT in higher education. The conceptualization of quality relies on applicable knowledge and accomplishment of goals set in curricula of the subject/program-effective learning. The conceptualization of the performance is participation in active learning, to be able to finalize the tasks on time, getting high test scores, and students' progress in general. Lastly, the usage of ICT is understood as teaching and learning by using technology tools and resources-efficient learning. The results indicate that participation in the active learning, getting high test scores, and students' progress have positive effects on applicable knowledge and accomplishment of goals set in curricula of the subject/ program-effective learning. Moreover, teaching and learning by using technology tools and resources-efficient learning again have positive effects on applicable knowledge and accomplishment of goals set in curricula of the subject/ program-effective learning.

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“…By 1997, thirty-seven states reported use of such performance-based measures in the course of policymaking, and eight states engaged in performance funding, which links institutional process measures of this kind to part of its allocation (Callan, Doyle and Finney, 2001). Percentages ranged from less than 1 percent in a number of cases to some 4 percent in Tennessee; in South Carolina, legislators mandated that 37 performance measures drive the entire state allocation to higher education (Schmidt, 1999).…”

Section: Accountability and Program Reviewmentioning

confidence: 99%

“…The National Center for Public Policy and Higher Education in 2001 issued what amounted to a report card for each state (see Callan, Doyle, and Finney, 2001). This report card examined individual states in relation to preparation, participation, affordability, completion, and benefits.…”

Section: Governance: State and Campus Surveysmentioning

confidence: 99%

2003

ASHE‐ERIC High. Edu. Rept.

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Introduction Trends in University Governance Challenges to University Governance Structures Governance Structures in Historical Perspective Governance, Management, and Leadership Depicting Institutional Structure Shared Governance AAUP Versus AGB Perceptions Accountability and Program Review Structural and Cultural Elements of Governance Organizational Culture Trustees' Perspectives Organizational Culture and Governance Competing Perspectives and Expectations Expectations of Faculty, Administrators, and Trustees Facing the Fundamental Challenges Governance from a Presidential Perspective Evolving Issues in the Twenty‐First‐Century University A Port for Every Pillow Organizational Learning, Leadership, and Change The George Mason Case The Case of the Institutes of Business at the University of the West Indies Governance: State and Campus Surveys Toward a More Effective System Governance: Attitudes and Perceptions Emphases Emerging from the Literature Governance and Teaching and Learning The Environmental Context for Education Organizational Culture and Learning Governance, Information Technology, and Distance Education The Impact of Information Technologies New Models of Higher Education Governance Structures and Educational Technologies E‐Learning: Policy Issues and Impact Resource Allocation and Governance Responsibility‐Centered Management Performance‐Based Program Budgeting: The Basic Questions Caveats and Adjustments to Responsibility‐Centered Management A Revised Model of Governance Structure in the Twenty‐First‐Century University Appendix A: Public and Private University Enrollments, 1998 Appendix B: Survey of University Governance Appendix C: Organizational Culture and Governance References Name Index Subject Index

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Evaluating State Higher Education PerformanceMeasuring Up 2000

Cited by 14 publications

References 0 publications

Measuring Up: Examining the Connections among State Structural Characteristics, Regulatory Practices, and Performance

Measuring Up: Examining the Connections among State Structural Characteristics, Regulatory Practices, and Performance

Impact of Usage of ICT and Performance on Quality in Higher Education Institutions: An Empirical Study

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