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Title details for Assessing Organizational Performance in Higher Education by Barbara A. Miller, Ph.D. - Available

Assessing Organizational Performance in Higher Education

by Barbara A. Miller, Ph.D.
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The book provides a full complement of assessment technologies that enable leaders to measure and evaluate performance using qualitative and quantitative performance indicators and reference points in each of seven areas of organizational performance. While these technologies are not new, applying them in a comprehensive assessment of the performance of both academic and administrative organization in higher education is a true innovation. Assessing Organizational Performance in Higher Education defines four types of assessment user groups, each of which has unique interest in organizational performance. This offers a new perspective on who uses performance results and why they use them. These varied groups emphasize that assessment results must be tailored to fit the needs of specific groups, that “one-size-fits-all” does not apply in assessment. An assessment process must be robust and capable of delivering the right information at the right time to the right user group. 
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Series: Research Methods for the Social Sciences Publisher: Wiley

OverDrive Read

  • ISBN: 9781119308218
  • File size: 3117 KB
  • Release date: May 10, 2016

EPUB ebook

  • ISBN: 9781119308218
  • File size: 3117 KB
  • Release date: May 10, 2016

Formats

OverDrive Read
EPUB ebook

subjects

Education Nonfiction

Languages

English

The book provides a full complement of assessment technologies that enable leaders to measure and evaluate performance using qualitative and quantitative performance indicators and reference points in each of seven areas of organizational performance. While these technologies are not new, applying them in a comprehensive assessment of the performance of both academic and administrative organization in higher education is a true innovation. Assessing Organizational Performance in Higher Education defines four types of assessment user groups, each of which has unique interest in organizational performance. This offers a new perspective on who uses performance results and why they use them. These varied groups emphasize that assessment results must be tailored to fit the needs of specific groups, that “one-size-fits-all” does not apply in assessment. An assessment process must be robust and capable of delivering the right information at the right time to the right user group. 
Expand title description text
Education Nonfiction