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Improving understanding and percepti...

Wilkins, Pyeper L.

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Improving understanding and perceptions of institutional effectiveness processes in community college administrative service areas: An action research study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Improving understanding and perceptions of institutional effectiveness processes in community college administrative service areas: An action research study./
作者:	Wilkins, Pyeper L.
面頁冊數:	108 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
標題:	Community college education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3682783
ISBN:	9781321565676

Improving understanding and perceptions of institutional effectiveness processes in community college administrative service areas: An action research study.
Wilkins, Pyeper L.

Improving understanding and perceptions of institutional effectiveness processes in community college administrative service areas: An action research study. - 108 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ed.D.)--Capella University, 2015.

This item must not be sold to any third party vendors.

The growth in enrollment in American community colleges has brought about heightened public focus on what these colleges do and whether or not they are effective and efficient in their work. This action research study investigated the implementation of a learning by design approach to help stakeholders better understand institutional effectiveness processes within administrative service areas of a community college. Twelve employees participated in a series of work sessions through which they designed a more relevant process for measuring the effectiveness of their respective departments. Data collected through the administration of a pre- and post-intervention quiz was compared to determine whether or not stakeholder understanding of institutional effectiveness processes changed as a result of the intervention. Data collected through personal interviews was analyzed to compare stakeholder perceptions of institutional effectiveness processes before and after the intervention as well as stakeholder perceptions of the learning by design approach to organizational change. The study found that the intervention improved participant understanding overall of institutional effectiveness processes and that the learning by design approach was successful primarily because it promoted three things, improved communication, departments working together instead of in isolation, and the improvement of systems for tracking, measuring, and reporting on operational outcomes.

ISBN: 9781321565676Subjects--Topical Terms:

2122836
Community college education.

Improving understanding and perceptions of institutional effectiveness processes in community college administrative service areas: An action research study.
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520 $a The growth in enrollment in American community colleges has brought about heightened public focus on what these colleges do and whether or not they are effective and efficient in their work. This action research study investigated the implementation of a learning by design approach to help stakeholders better understand institutional effectiveness processes within administrative service areas of a community college. Twelve employees participated in a series of work sessions through which they designed a more relevant process for measuring the effectiveness of their respective departments. Data collected through the administration of a pre- and post-intervention quiz was compared to determine whether or not stakeholder understanding of institutional effectiveness processes changed as a result of the intervention. Data collected through personal interviews was analyzed to compare stakeholder perceptions of institutional effectiveness processes before and after the intervention as well as stakeholder perceptions of the learning by design approach to organizational change. The study found that the intervention improved participant understanding overall of institutional effectiveness processes and that the learning by design approach was successful primarily because it promoted three things, improved communication, departments working together instead of in isolation, and the improvement of systems for tracking, measuring, and reporting on operational outcomes.
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