Integrating program review in planning and budgeting: A systemwide perspective

Abstract

The University of Maryland System designed a data‐driven program review process to reallocate resources systemwide.

Variables influencing the use of institutional outcomes assessment results in institutional decision-making: an attitudinal survey of chief academic officers from public two-year institutions in the North Central region

“…CAOs are positioned to see the broader picture of outcomes assessment in the context of the institution (Eaton & Miyare, 1995;. Speaking to this study and this sample is the NCA-HLC assessment culture matrix (that infers the agency's requirements), which contains specific language on who should assume the responsibilities of institutional outcomes assessment.…”

“…(2002, p. 5) Because regional accreditation agencies now mandate that institutions of higher education document outcomes assessment activities, many faculty and administrators at all levels are involved in the outcomes assessment process. However, those involved may find generating outcomes assessment results for the sake of satisfying accountability mandates pointless, tiresome, and taxing (Eaton & Miyare, 1995). This may be due to the common perception, found by most regional and discipline-specific accrediting agencies, that outcomes assessment is still a relatively new concept in higher education and still in the beginning stages.…”