In the United States, the assessment of student learning has become one of the most important standards for accreditation since higher education experienced a paradigm shift from being teacher centered to student centered. Student learning outcome assessment requires direct involvement from the teaching faculty. International and U.S. faculty teach side by side at U.S.-accredited institutions of higher education in the Middle East and North Africa (MENA) region. Since the faculty are expected to participate in the assessment of student learning, it is crucial to ensure that U.S. and international faculty understand and actively participate in the assessment process. The study identified the attitudes toward outcome assessment of the faculty teaching at U.S.-accredited universities in the MENA region. It examined the differences in attitude between U.S. and international faculty in terms of value of and resistance toward outcome assessment, and it analyzed the correlation between the faculty value of assessment and resistance towards assessment attitudes and the length of their experience teaching in the American higher education system. An online survey was used to gather the data from four U.S.-accredited universities in the MENA region. Although statistically significant differences among the faculty types were not found, the study revealed that the majority of the faculty members had a positive attitude toward student learning outcome assessment, were familiar with assessment practices and methods, and were engaged in assessment activities at their institutions. A correlation between teaching experience in the U.S. system and attitude toward student learning outcome assessment was not found in this study, in which the majority of the international faculty had at least seven years of experience teaching in U.S. universities or in universities abroad following the U.S.-style higher education system. Further research is needed to confirm whether the definition used to classify international faculty affected the study and whether institutional culture had an effect on faculty attitude toward student learning outcome assessment.
|Commitee:||Dereshiwsky, Mary I., Hughes, Gail, Misite, Phyllis|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 74/02(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Middle Eastern Studies, North African Studies, Higher education|
|Keywords:||Accreditation, Faculty, Faculty attitudes, Outcome assessment|
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