Dissertation/Thesis Abstract

An exploration of the accreditation self-study process from the perspectives of organizational effectiveness
by Roland, Troy Lee, Ed.D., Pepperdine University, 2011, 158; 3440223
Abstract (Summary)

A total of 22 sanctions were issued in 2009 for noncompliance of the accreditation standards by the Junior College Division of the Western Association of Schools and Colleges (WASC). The most common reason for these sanctions is not conducting program reviews. Another major cause is for not integrating organizational planning or using assessment results, and not correcting institutional deficiencies with governing boards. Yet, despite these warnings, many institutions continue to receive such sanctions. Models for organizational effectiveness could help institutions of higher education prepare for and become compliant with accreditation standards.

This case study involved the development of an assessment matrix that incorporated three popular organizational effectiveness models (Baldrige, Competing Values Framework, and Goal) thought to be helpful in assisting an institution in its preparedness for an accreditation visit. The final matrix included four sections which specified factors for institutional effectiveness, student learning, resources and leadership and governance. To assess the matrix, substantial evidence from departments or councils involved in ensuring accreditation guidelines were met from one college was reviewed. Also, three presidents from other organizations were interviewed regarding their perceptions regarding the value of using the matrix for accreditation preparation.

Findings revealed there was a correlation with the effectiveness models and the institution’s actual preparedness. Baldrige criteria (50%) and the Goal model (43%) weighed heavily in the Institutional Effectiveness factors as well as with the Student Learning factors (Goal model, 48%; Baldrige 40%). The Resources criteria utilized both the Competing Values Framework (41%) and the Baldrige model (41%) equally. The Leadership and Governance criteria largely utilized the Goal model (53%) due to the straightforward mandate for specific deliverables.

Conclusions were that the accreditation matrix is a helpful tool to help prepare an institution for an accreditation visit and that the Baldrige model added the most value to the process. Also, it was concluded that the matrix was an effective tool for stimulating dialogue among staff and faculty about the standards for accreditation and could positively impact the preparation process. Recommendations included the need for redesigning the matrix to focus more on the elements or factors of the organizational effectiveness models studied.

Indexing (document details)
Advisor: Davis, Kay
Commitee: Deporres, Daphne, Maccalla, Tom
School: Pepperdine University
Department: Education
School Location: United States -- California
Source: DAI-A 72/04, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, School administration
Keywords: Accreditation, Baldrige model, Organizational effectiveness
Publication Number: 3440223
ISBN: 9781124470580
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