Implementing Annual Versus Episodic Budget-Driven Program Reviews: Contrasts and Synergy

2020 ◽  
Vol 52 (1) ◽  
pp. 54-59
Author(s):  
Bret Danilowicz ◽  
Rebecca Judge ◽  
Janet Hanson ◽  
Sherri Hughes ◽  
Lori Sundberg
Keyword(s):  
Program Reviews

Program reviews. Capacitance and capacitors-parts I & II

NSPI Journal ◽  
1965 ◽  
Vol 4 (2) ◽  
pp. 3-6
Author(s):  
Robert H. Kantor ◽  
William R. Tracey
Keyword(s):  
Program Reviews

scholarly journals Aligning accreditation and academic program reviews: a Canadian case study

2017 ◽  
Vol 25 (3) ◽  
pp. 287-302 ◽  
Author(s):  
Lynne Bowker
Keyword(s):  
Professional Associations ◽  
Academic Program ◽  
Content Type ◽  
Post Secondary ◽  
Study Approach ◽  
Academic Units ◽  
Potential Benefits ◽  
Set Up ◽  
Program Reviews

Purpose This paper aims to investigate the potential benefits and limitations associated with aligning accreditation and academic program reviews in post-secondary institutions, using a descriptive case study approach. Design/methodology/approach The paper describes two Canadian graduate programs that are subject to both external professional accreditation and institutional cyclical reviews, as they underwent an aligned review. The process was developed as a collaborative effort between the academic units, the professional associations and the university’s graduate-level quality assurance office. For each program, a single self-study was developed, a single review panel was constituted, and a single site visit was conducted. The merits and challenges posed by the alignment process are discussed. Findings Initial feedback from the academic units suggests that the alignment of accreditation and program reviews is perceived as reducing the burden on programs with regard to the time and effort invested by faculty, staff and other stakeholders, as well as in terms of financial expenses. Based on this feedback, along with input from reviewers and program evaluation committee members, 14 recommendations emerged for ways in which an aligned review process can be set up for success. Practical implications The results suggest that aligned reviews are not only resource-efficient but also allow reviewers to provide more holistic feedback that faculty may be more willing to engage with for program enhancement. Originality/value The present study contributes to the existing body of knowledge about conducting aligned reviews in response to external accreditation requirements or institutional needs. It summarizes the potential benefits and limitations and offers recommendations for potential best practices for carrying out aligned reviews for policymakers and practitioners.

Introductory Information for Therapists

2014 ◽  
pp. 1-24
Author(s):  
Sudie E. Back ◽  
Edna B. Foa ◽  
Therese K. Killeen ◽  
Katherine L. Mills ◽  
Maree Teesson ◽  
...  
Keyword(s):  
Substance Use ◽  
Diagnostic Criteria ◽  
Substance Use Disorders ◽  
Post Traumatic Stress Disorder ◽  
Traumatic Stress ◽  
Stress Disorder ◽  
Post Traumatic Stress ◽  
Post Traumatic ◽  
Program Reviews

This chapter provides the therapist with introductory information on the program, reviews the COPE treatment and how it works, and discusses what type of patients are most appropriate for the COPE therapy. In addition, it provides the therapist with the diagnostic criteria for post-traumatic stress disorder (PTSD) and substance use disorders.

Program reviews. Good frames and bad

NSPI Journal ◽  
1965 ◽  
Vol 4 (1) ◽  
pp. 4-5
Author(s):  
Susan Meyer Markle ◽  
W. A. Deterline
Keyword(s):  
Good Frames ◽  
Program Reviews

scholarly journals Ciudad rural sustentable de Jaltenango: aciertos y desaciertos en el ordenamiento territorial

2016 ◽  
Vol 1 (56) ◽  
pp. 209
Author(s):  
Jaime Torres-Fragoso ◽  
Álvaro Castañeda-Arredondo ◽  
Enrique David Gallardo-García
Keyword(s):  
At Risk ◽  
Natural Disasters ◽  
Urban Land ◽  
Economic Productivity ◽  
Population At Risk ◽  
Geographic Dispersion ◽  
Municipal Management ◽  
The Government ◽  
Program Reviews

Este artículo tiene como objetivo analizar los resultados del Programa de Ciudades Rurales Sustentables (CRS) implementado por el Gobierno del Estado de Chiapas, México, tomando como referencia la Ciudad Rural Sustentable de Jaltenango (CRSJ), edificada en el municipio de Ángel Albino Corzo en el año 2012. El Programa tiene la finalidad de atender a la población en situación de riesgo ante desastres naturales, dispersión geográfica y marginación. En este trabajo se presentan los resultados de cuatro de los subsistemas que componen el Programa de CRS: demográficosociocultural, económico-productivo, urbano-territorial y gestión municipal. Entre los resultados obtenidos se encuentran tanto los beneficios como algunos efectos no esperados de la implementación de esta política, los cuales deben ser considerados en las revisiones y evaluaciones del Programa, para mejorar las decisiones que los actores involucrados deben tomar sobre los problemas públicos que se buscan solucionar.ABSTRACT This article analyzes the results of the Sustainable Rural Cities Program (CRS, por its name in Spanish) implemented by the government of Chiapas. It refers to the Sustainable Rural City of Jaltenango, built in 2012, in the township of Angel Albino Corzo. The program aims at assisting the population at risk of natural disasters, geographic dispersion and marginalization. This paper presents the results from four subsystems of the CRS Program: socio-demography, economic productivity, urban-land, and municipal management. Results show the benefits and some unexpected effects of the implementation of this policy. These effects must be considered in the program reviews and assessment to improve the decisions that stakeholders should make if they look for solutions to public problems.

scholarly journals Language and Quality Assurance: A Case Study Highlighting the Effects of Power, Resistance, and Countertactics in Academic Program Reviews

2018 ◽  
Vol 29 (2) ◽  
pp. 177-193
Author(s):  
Lynne Bowker
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Institutional Quality ◽  
Academic Program ◽  
Faculty Members ◽  
Quality Assurance Process ◽  
Assurance Process ◽  
Program Reviews

Quality assurance has been recognized as being important in higher education; however, there are numerous reports that it is challenging to engage faculty members in quality assurance processes in a meaningful way. A frequently cited reason for faculty members’ resistance is that they find the process to be authoritarian and non-collegial. This paper presents a case study which shows that changing the tone of the language used to communicate with academics about the institutional quality assurance process—from a bureaucratic and authoritative tone to a more collegial one—can serve as a countertactic to help mitigate the resistance of faculty members to this process. Using corpus-based techniques, we investigate the language used in documents to communicate with faculty members about quality assurance. We then demonstrate that, following a linguistic revision to introduce a more collegial tone to these communications, faculty members appear to be more willing to engage in the quality assurance process in a meaningful way.

scholarly journals Evaluating prior learning assessment programs: A suggested framework

2011 ◽  
Vol 12 (1) ◽  
pp. 151 ◽  
Author(s):  
Nan L. Travers ◽  
Marnie T. Evans
Keyword(s):  
Program Evaluation ◽  
Academic Programs ◽  
Learning Assessment ◽  
Prior Learning ◽  
Prior Learning Assessment ◽  
The Past ◽  
Systematic Program ◽  
Program Reviews

Over the past two decades, American institutions have been expected to include systematic program reviews to meet accrediting standards, either by independent or governmental review agencies. Program evaluation is critical for several reasons: it provides systematic ways to assess what needs improvement or what needs changing and it provides ways to validate practices, whether to internal or external audiences (Mishra, 2007). Most program evaluative models are focused on academic programs, which don’t fit the uniqueness of prior learning assessment programs. This paper proposes an evaluative framework for prior learning assessment programs, which takes into account the type of work within prior learning assessment programs and uses program portfolios, similar to how students are asked to document their work.

Sign in / Sign up

Export Citation Format

Share Document