Student Characteristics and Perceptions of University Effectiveness

Kleemann, Gary L.; Richardson, Richard C.

doi:10.1353/rhe.1985.0001

Cited by 6 publications

(7 citation statements)

References 12 publications

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“…A comprehensive a priori list of 34 CSFs was developed from a survey of the articles (e.g., [lo] [15] [52] [78] [SO]) that have examined the factors that are critical for the success of an academic institution. These included such diverse factors as students' academic growth [lo] [I41 [33] [46], friendly relationship between students and faculty [ 11, formal networks for course and instructor evaluations [33] [46], and financial and other support from government and industry [lo] [52].…”

Section: Development Of the Research Model Critical Success Factorsmentioning

confidence: 99%

“…The first factor, reputation, includes quality of faculty research [23] [46], provision of faculty salaries, grants, raises, and other support [15] [24], and financial and other support from government and industry [lo] [52]. The second factor, teaching effectiveness, includes integration of courses in the curricula [33], an up-to-date curriculum [24] [SO], innovative teaching approaches [lo], and formal networks for course and instructor evaluations [33] [46]. The third factor, administrative responsiveness, includes administration's responsiveness to student, faculty and staff suggestions and grievances [ 151.…”

Section: Management [ L L ] [22] [41]mentioning

confidence: 99%

“…includes a friendly relationship between students and faculty [ 11, a 'mentor' relationship between students and advisor/faculty [28], and a low studentlfaculty ratio [4] [23]. The fifth factor, non-academic student development, includes student growth in non-academic areas [ 101 [46] and availability of non-academic facilities (e.g., gymnasiums, cafeterias) [80]. The last factor, student placement, includes a curriculum that meets the needs of potential employers [lo], student placement for jobs and internships [lo], and student enrollment [4].…”

Section: Management [ L L ] [22] [41]mentioning

confidence: 99%

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The Alignment between Organizational Critical Success Factors and Information Technology Capability in Academic Institutions

Sabherwal¹,

Kirs²

1994

Decision Sciences

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Alignment between organizational critical success factors (CSFs) and competencies is widely believed to improve performance. This study examines the performance implications of alignment between CSFs and one source of competence, the organization's information technology capability. The effects of three antecedent factors-environmental uncertainty, integration, and IT management sophistication-are also examined.This paper uses survey data from 244 large academic institutions, along with some secondary data. Following the profile deviation approach to measure alignment, the academic institutions are divided into three clusters based on their CSFs: the academic comprehensives, the reputed giants, and the small educators. The ideal profile of IT capability is next developed for each cluster in terms of four dimensions: information retrieval, electronic communication, computing facilities for students, and computer-aided education. Alignment is then computed for each institution as the proximity of its IT capability profile from the ideal IT capability profile for the cluster to which it belongs.The results suggest that alignment facilitates both perceived IT success and organizational performance. Moreover, sophisticated IT management facilitates both alignment and perceived IT success, environmental uncertainty facilitates perceived IT success but not alignment, and integration facilitates neither alignment nor perceived IT success.

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Section: Development Of the Research Model Critical Success Factorsmentioning

confidence: 99%

Section: Management [ L L ] [22] [41]mentioning

confidence: 99%

Section: Management [ L L ] [22] [41]mentioning

confidence: 99%

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The Alignment between Organizational Critical Success Factors and Information Technology Capability in Academic Institutions

Sabherwal¹,

Kirs²

1994

Decision Sciences

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“…For instance, Yorke's (1987) study indicated some common features between Cameron's (1978) model and Antia and Cuthbert's (1976) model. Moreover, Kleeman and Richardson (1985) described some similarity between their model and Cameron's (1978) model. However, the trace of some of Cameron's nine dimensions can be observed in two other models developed by Pounder (1999) and An et.…”

Section: Resultsmentioning

confidence: 99%

“…Employing a group of measures named "Effectiveness Field Criteria", Kleeman and Richardson (1985) studied students' perceptions of effectiveness in three state universities in Arizona following certain survey procedures. The instrument integrated ten factors or activity domain categories into the list of 54 activity statements.…”

Section: Kleeman and Richardson (1985)mentioning

confidence: 99%

A Review on the Models of Organizational Effectiveness: A Look at Cameron's Model in Higher Education

Ashraf¹,

Kadir²

2012

IES

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Organizational effectiveness is the main concern of all higher education institutes. Over the years there have been many different models of effectiveness along with the criteria for measuring organizational effectiveness. In this paper, four main models of organizational effectiveness namely the goal approach, the system resource approach, the process approach and the strategic constituency approach are reviewed. Moreover, this paper introduces several models of organizational effectiveness in higher education. Then, a brief review is made on some empirical studies that used the Cameron's (1978) model of organizational effectiveness. In the end, the paper suggests that Cameron's (1978) model seems the most appropriate for studying organizational effectiveness in higher education.

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