Faculty perspectives on programme curricular assessment: individual and institutional characteristics that influence participation engagement

Date

2014-07-04

Author

Emil, Serap

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Driven by issues of accountability, the assessment movement in higher education has gained significant momentum in recent years. However, successful implementation of assessment processes varies radically across institutions. A key issue is faculty engagement. This qualitative inquiry explored factors that impact faculty participation in a professional school assessment initiative in North America. Findings indicate that faculty knowledge, beliefs and attitudes toward assessment, and their perception of leadership, resources and work environment, interact with their decision to engage. Moreover, goal congruence between faculty and educational organisation affects behaviour regarding degree of engagement in programme and curricular assessment. Recommendations for creating a culture of assessment are highlighted.

Subject Keywords

Faculty engagement, Faculty work, Programme assessment, Accountability, Improving student learning

URI

https://hdl.handle.net/11511/39367

Journal

ASSESSMENT & EVALUATION IN HIGHER EDUCATION

DOI

https://doi.org/10.1080/02602938.2013.855998

Collections

Department of Educational Sciences, Article

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Citation Formats

S. Emil, “Faculty perspectives on programme curricular assessment: individual and institutional characteristics that influence participation engagement,” ASSESSMENT & EVALUATION IN HIGHER EDUCATION, pp. 531–552, 2014, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/39367.