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Management, faculty, and accreditati...

Peterson, Cathryn A.

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Management, faculty, and accreditation outcomes: A survey of physical therapy faculty and program directors.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Management, faculty, and accreditation outcomes: A survey of physical therapy faculty and program directors./
作者:	Peterson, Cathryn A.
面頁冊數:	156 p.
附註:	Chair: Deborah P. Bloch.
Contained By:	Dissertation Abstracts International63-02A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3045023
ISBN:	0493588574

Management, faculty, and accreditation outcomes: A survey of physical therapy faculty and program directors.
Peterson, Cathryn A.

Management, faculty, and accreditation outcomes: A survey of physical therapy faculty and program directors. - 156 p.

Chair: Deborah P. Bloch.

Thesis (Ed.D.)--University of San Francisco, 2002.

<italic>Purpose</italic>. The purpose of this study was to identify which faculty variables—a more participative management style, faculty participation in accreditation, faculty support of the specialized accreditation process, and faculty commitment to implementing the plans delineated in the accreditation documentation—were associated with accreditation outcome. The theoretical framework was grounded in three bodies of literature: management theory (Rensis Likert's systems approach to management), higher education culture, and accreditation.

ISBN: 0493588574Subjects--Topical Terms:

626645
Education, Administration.

Management, faculty, and accreditation outcomes: A survey of physical therapy faculty and program directors.
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100 1 $a Peterson, Cathryn A. $3 1257421
245 1 0 $a Management, faculty, and accreditation outcomes: A survey of physical therapy faculty and program directors.
300 $a 156 p.
500 $a Chair: Deborah P. Bloch.
500 $a Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0523.
502 $a Thesis (Ed.D.)--University of San Francisco, 2002.
520 $a <italic>Purpose</italic>. The purpose of this study was to identify which faculty variables—a more participative management style, faculty participation in accreditation, faculty support of the specialized accreditation process, and faculty commitment to implementing the plans delineated in the accreditation documentation—were associated with accreditation outcome. The theoretical framework was grounded in three bodies of literature: management theory (Rensis Likert's systems approach to management), higher education culture, and accreditation.
520 $a <italic>Procedures</italic>. Two questionnaires were developed and disseminated to program directors and faculty of 181 accredited American physical therapy programs. The program director questionnaire collected the accreditation outcome data and background information. The faculty questionnaire collected data on management style, participation, perceptions of accreditation, and background information.
520 $a <italic>Results</italic>. Multiple regression yielded significant positive associations between accreditation outcome and participative management as well as faculty support of the accreditation process. Negatively associated were accreditation outcome and faculty commitment to implementation.
520 $a Bivariate correlations were computed demonstrating the following positive associations: (1) faculty participation and faculty years of experience; (2) faculty support of the accreditation process and (a) number of self-studies completed and (b) sex (females); (3) manager years of experience and (a) accreditation outcome, (b) number of self-studies completed, and (c) faculty years of experience; (4) number of self-studies completed and faculty experience; and (5) faculty years of experience and program longevity.
520 $a <italic>Conclusions</italic>. The findings of this study may indicate that the manager is the most important entity in achieving a successful accreditation outcome. Managers who are perceived as participative, have more years of experience, have written more self-studies, and whose faculty support the accreditation process are likely to have more positive accreditation outcomes.
520 $a <italic>Recommendations</italic>. This study's recommendations included the following: (1) Educational institutions, accrediting agencies, and licensing boards should foster the development of participative managers. (2) Further studies should be conducted with a timeline enabling data to be collected between the on-site visit and the notification to the program of the accreditation decision. (3) This study should be replicated in other educational and non-educational settings. (4) Larger scale studies to explore the associations found as a result of this study should be conducted.
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650 4 $a Education, Higher. $3 543175
650 4 $a Health Sciences, Education. $3 1017921
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710 2 0 $a University of San Francisco. $3 1017465
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791 $a Ed.D.
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