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Faculty perspectives on programme curricular assessment: individual and institutional characteristics that influence participation engagement
Date
2014-07-04
Author
Emil, Serap
Metadata
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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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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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.