Multi-Tier Design Assessment in the Development of Complex Organizational Systems

2011 ◽  
pp. 1-21
Author(s):  
Melissa A. Dyehouse ◽  
John Y. Baek ◽  
Richard A. Lesh
Keyword(s):  
Higher Education ◽  
Planning Process ◽  
Academic Programs ◽  
Assessment Model ◽  
Organizational Systems ◽  
Educational Organizations ◽  
Design Assessment ◽  
Strategic Planning Process ◽  
The University

This chapter describes a model for evaluating complex organizations or systems. The design assessment model the authors propose is a response to current notions of assessment. There are assumptions we make about learning and the functioning of complex systems such as academic programs that do not match assumptions that are inherent in traditional forms of assessment. The authors use a case study of Purdue University’s strategic planning process to provide the context for describing how design assessment takes place in a higher education setting. Based on interviews and observations, we identify areas problematic for some notions of assessment and distinguish several implications based on these findings. The design assessment model may be useful when assessing complex educational organizations or programs, such as when (a) educational entities at the university level need to assess new programs or curriculum materials; or (b) curriculum developers need to assess new software or tools for instruction.

Multi-Tier Design Assessment in the Development of Complex Organizational Systems

2011 ◽  
pp. 529-548
Author(s):  
Melissa A. Dyehouse ◽  
John Y. Baek ◽  
Richard A. Lesh
Keyword(s):  
Higher Education ◽  
Planning Process ◽  
Academic Programs ◽  
Assessment Model ◽  
Organizational Systems ◽  
Educational Organizations ◽  
Design Assessment ◽  
Strategic Planning Process ◽  
The University

This chapter describes a model for evaluating complex organizations or systems. The design assessment model the authors propose is a response to current notions of assessment. There are assumptions we make about learning and the functioning of complex systems such as academic programs that do not match assumptions that are inherent in traditional forms of assessment. The authors use a case study of Purdue University’s strategic planning process to provide the context for describing how design assessment takes place in a higher education setting. Based on interviews and observations, we identify areas problematic for some notions of assessment and distinguish several implications based on these findings. The design assessment model may be useful when assessing complex educational organizations or programs, such as when (a) educational entities at the university level need to assess new programs or curriculum materials; or (b) curriculum developers need to assess new software or tools for instruction.

scholarly journals Institutionalizing Transformative Learning: The Trees, then the Forest, then the Realization

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Ed Cunliff ◽  
Jeff King
Keyword(s):  
Strategic Planning ◽  
Transformative Learning ◽  
Planning Process ◽  
Authentic Self ◽  
Strategic Planning Process ◽  
Central Focus ◽  
Relevant Today ◽  
Learner Centered ◽  
The University

The Challenge Finding a sense of authentic self as an institution, a true sense of mission, and the means to live that mission were the central focus of a strategic planning process addressed by the University of Central Oklahoma about fifteen years ago. As the institution grew within a metropolitan-serving mission, the goal to transform students from adolescents to adults and find new potential in their lives led to an exciting journey that is still vibrant and relevant today. Potential Consequences The theoretical base provided within transformative learning has helped students, staff, and faculty align efforts. Description This case study provides replicable processes and specifics that may help others find a clearer path for fulfilling their mission. The study describes how the University of Central Oklahoma’s (UCO’s) transformative learning focus coalesced and became the point of distinction for a UCO education, helping to ensure that all activity supported our mission—helping students learn. Reflection The compelling, lived sense of mission developed from the initial strategic planning process has helped to strengthen the learner-centered culture of the campus while providing a structure that facilitates implementation and assessment.

scholarly journals A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

2021 ◽  
Vol 13 (1) ◽  
pp. 392
Author(s):  
Estibaliz Sáez de Cámara ◽  
Idoia Fernández ◽  
Nekane Castillo-Eguskitza
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Basque Country ◽  
Holistic Approach ◽  
Institutional Setting ◽  
Practical Case ◽  
Development Indicators ◽  
Agenda 2030 ◽  
The University

Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

scholarly journals University Community Engagement and the Strategic Planning Process

2018 ◽  
Vol 13 (1) ◽  
pp. 4-17 ◽  
Author(s):  
Laura Newton Miller
Keyword(s):  
Strategic Planning ◽  
Qualitative Methods ◽  
Quantitative Methods ◽  
Planning Process ◽  
Strategic Plan ◽  
User Experience Design ◽  
Strategic Planning Process ◽  
Research Libraries ◽  
The University ◽  
University Community

Objectives- To understand how university libraries are engaging with the university community (students, faculty, campus partners, administration) when working through the strategic planning process. Methods- Literature review and exploratory open-ended survey to members of CAUL (Council of Australian University Librarians), CARL (Canadian Association of Research Libraries), CONZUL (Council of New Zealand University Librarians), and RLUK (Research Libraries UK) who are most directly involved in the strategic planning process at their library. Results- Out of a potential 113 participants from 4 countries, 31 people replied to the survey in total (27%). Libraries most often mentioned the use of regularly-scheduled surveys to inform their strategic planning which helps to truncate the process for some respondents, as opposed to conducting user feedback specifically for the strategic plan process. Other quantitative methods include customer intelligence and library-produced data. Qualitative methods include the use of focus groups, interviews, and user experience/design techniques to help inform the strategic plan. The focus of questions to users tended to fall towards user-focused (with or without library lens), library-focused, trends & vision, and feedback on plan. Conclusions- Combining both quantitative and qualitative methods can help give a fuller picture for librarians working on a strategic plan. Having the university community join the conversation in how the library moves forward is an important but difficult endeavour. Regardless, the university library needs to be adaptive to the rapidly changing environment around it. Having a sense of how other libraries engage with the university community benefits others who are tasked with strategic planning

scholarly journals Business Analytics untuk Perguruan Tinggi: Studi Kasus Atas Pembukaan Program Studi Baru di UHAMKA

2021 ◽  
Author(s):  
Nuryadi Wijiharjono
Keyword(s):  
Higher Education ◽  
Program Analysis ◽  
Swot Analysis ◽  
Higher Education Institutions ◽  
Degree Program ◽  
Data Availability ◽  
Business Analytics ◽  
Analysis Method ◽  
The University

This title of article is Business Analytics for Higher Education Institutions. By taking a case study at the Universitas Muhammadiyah Prof. Dr. Hamka (UHAMKA), this article aims to analyze and provide recommendations for the plan to establish a new academic of undergraduate degree program. Analysis of the institutional and technical environment that affects the legitimacy and sustainability of the university. This study uses the SWOT analysis method in the perspective of Business Analytics, where data availability plays a key role.

scholarly journals POSITIONING INDONESIAN ISLAMIC HIGHER-EDUCATION VIS-A-VIS GLOBALISATION: ORGANISATIONAL–RESILIENCE DYNAMICS

2021 ◽  
Vol 40 (2) ◽  
pp. 413-427
Author(s):  
Erika Setyanti Kusumaputri ◽  
Hanifah Latif Muslimah ◽  
Adib Ahmad ◽  
Mayreyna Nurwardani
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Secondary Data ◽  
Analysis Method ◽  
Management Skills ◽  
Tertiary Institutions ◽  
Curriculum Standardization ◽  
The University ◽  
Depth Interviews

In the present era of globalisation, higher-education institutions are required to focus on innovation to deal with the various challenges. Considering what Islamic higher-education institutions in Indonesia, have achieved in recent times, they face an uphill struggle to compete at the global level. This study aimed at identifying and analysing the dynamics of resilience for globalisation in a state Islamic–University in Indonesia. The results of studies on the management of Islamic tertiary institutions, specifically on organizational resilience, are very difficult to find. This study used the qualitative analysis method of a case-study and comprised in-depth interviews with key people concerned with the management of the university, observation, and secondary data namely academic documents, photos, and information from the university’s official website. The findings showed the university’s continuous efforts to improve not only the academic community’s management skills, knowledge, and expertise but also the implementation of international-curriculum standardization and cooperation with overseas universities. These actions cannot be separated from obstacles faced by university from within and without particularly in terms of funding-related policies. The university’s program-based innovations which are yet to be carried out by other Islamic-universities in Indonesia indicate this institution’s initiative to break the obstacles.

THE EXPERIENCE OF FLIPPED CLASSROOM IN HIGHER EDUCATION. A CASE STUDY IN THE UNIVERSITY OF GRANADA

2016 ◽  
Author(s):  
Pilar Ibáñez-Cubillas ◽  
Vanesa-María Gámiz-Sánchez ◽  
María-Jesús Gallego-Arrufat
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
The University

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

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