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WP 7 [2]ࡱ `.@pWP Draw 7 Drawing Embed SourceWPDraw30.Drawing9qࡱw+ࡱ> WPC(R_'NI5139D<+"H 3 "!3"" @ ""#\ ZZ""$ ZZTT""%HZZ44""&BzZZ""'\ZZ"(@"),""* toto ""+bbRR"",[Q[Q""- U U  "".q Uq U  ""/UdUd""0DVDV""1QQ  ""2ddXX""3dd""48L8L+$$6:5 ܗ$hh{c6TT"6r +""7 J JE E "8@!@+"99~OD AZ"Arial RegularO        @5+":@$@+"; _'OD AZ"Arial RegularO        @PeerInstitutions"<^ L'OD AZ"Arial RegularO        @Cross-Sectional"=>5OD AZ"Arial RegularO        @1990 *>If qu gOD AZ"Arial RegularO        @1991"?qgOD AZ"Arial RegularO        @1992"@qgOD AZ"Arial RegularO        @1993"AP_OD AZ"Arial RegularO        @1994"B8 OD AZ"Arial RegularO        @1"CK S OD AZ"Arial RegularO        @2"D${,OD AZ"Arial RegularO        @3"EU]OD AZ"Arial RegularO        @4,:F ܗ$hw ãi OD AZ"Arial RegularO        @Institution,:G ܗ$h  OD AZ"Arial RegularO        @Longitudinalࡱ> BOlePartOlePres000U\< l7  \  METAFILEPICTUU\< l7  \ n \QA=x p p @XEN n <> n \QA=x p p @XEN n <> n \ > > (#(# (#(#> > Figure1presentsthecurrentconceptualmodel.Themodel'sstructurefollowstheformofthegeneralproductivitymodelofinputsandoutputswiththesubstantialadditionmadebyincorporatingelementsofthestudentimpactmodeltheorizedbyPascarella(Pascarella&ϢTerenzini,1991).O?;z|u `0*x@@@E.ux*x (#(#                 (#(#  Figure1.ConceptualModelofInstitutionalChange &E"  XWithinthisperspective,theinstitutionsbasicfunctionistosecurenewinputs(students,facultyandstaff,money,buildings,etc.)andprocessthem(intermsofteachingandstudentdevelopmentandadministrativeactivities)inordertoproduceaqualityproduct(e.g.,graduateswithincreasedcapabilities,satisfiedcustomers,effectiveandefficientadministrativeoperations).Animportantconsiderationofthisparadigmisthatitallowsourofficestocarryoutanalytical,notjustdescriptive,studieswhichallowforspecificrecommendationsfordecisionsupport. .*&  XUntilrecentlytheinstitutionalresearchagendafocusedontheouterelements,inputsandoutcomes,ofthesimplemodel.Weareadvocatinganincreasedemphasisontheprocesscomponent.Inasimplisticexplanation,theresearchdesignattemptstofleshoutwhathasoftenbeenagreatleapoffaithbetweeninputsandoutcomes,e.g.,whatistherelationshipbetweenfundinglevelsandgraduationratesandthenwhy? ,Aswithmostofficesofinstitutionalresearchandplanning,abroadarrayofdataexistsatGeorgiaSouthernandBowlingGreen;student,academicprogram,faculty,staff,financial,andfacilities.OfficesupplementedmeasuresatGeorgiaSouthernincludeNACUBOBenchmarkingdata,studentflowmodelingtechniques,theACTStudentOpinionSurvey,theCIRP,andtheϢCSEQ.Similarly,measuresatBowlingGreenincludetheUCLAFacultySurvey,studentflowmodelingtechniques,theBGSUUndergraduateExperiencesQuestionnaire,andtheBGSUFirstYearStudentQuestionnaire(BGSUGraduatingSeniorandshortandlongtermAlumniQuestionnairesareindevelopment).TheconceptparallelsactivitiessuggestedbyEwell'srecentproposalforthemeasurementofinstructional"goodpractice"indicators.Focusingontheprocesscomponent,ourofficeshavestrivedtoapplythisparadigmintwobroadareasofinstitutionalresearch:educationaleffectiveness,andtheeffectivenessofadministrativeoperations.Educationaleffectivenessexploresthequestion: Howdoinstitutionalpoliciesandpractices { andstudentexperiencesandcharacteristicsaffectstudentlearning,development,andretention? Wehavedevelopedandcontinuetorefinetworesearchtoolstoallowustoprovide  someanswerstothisquestion.Thefirsttoolisalongitudinalstudentinformationdatabase.Respectednationalsources,such ? asthestudygroupheadedbyPeterEwellwhichhasexamined goodpracticeindicatorsinundergraduateeducationinresponsetoaportionofthefederalEducationGoals,AlexanderAstinandhiscolleaguesattheHigherEducationResearchInstitute,andPascarella&Terenzini,authorsofHowCollegeAffectsStudentsandtheircolleaguesattheNationalCenteronPostsecondary [  Teaching,Learning,andAssessment,haverecommendedboththedatacollectionmethodsandtheanalytictechniqueswhichshouldundergirdthistool.Thetraditionaldataoftheflowmodelissupplementedandenrichedwithinformationfromselfreportedinstruments.ThesurveysdevelopedbyAstinfortheCooperativeInstitutionalResearchProgramandtheCollegeStudentExperienceQuestionnairedevelopedbyRobertPacehavebeenrecommendedandfoundtobehighlyrelatedtoeducationalobjectives,easytouse,andusefulfordevelopingconclusionsfordecisionsupport.Weusethesedatacollectionmethods(thecommerciallyavailableinstrumentsatGSUandlocallydevelopedversionsatBGSU)andwillcontinuetodosoonasystematicbasis.Wewillcontinuetorefineourlongitudinalstudentinformationdatabasetoincludestudentinputmeasuressuchasstudentaspirationsandexpectations,values,attitudes,andbehaviorpatterns;processorinstitutionalenvironmentmeasuressuchastheutilizationofservicesandfacilities,theamountoftimedevotedtovariousactivities,participationinspecialeducationalprograms,livingarrangements,employmentstatus,andparticipationinextracurricularactivities; . *& andoutcomemeasuressuchasgainsincommunication,criticalthinking,andinterpersonalskills,subjectmatterknowledge,changesinvalues,attitudes,andselfconcept,satisfactionwithcollege,vocationalattainmentandachievement,andpositivechangesinleadership,citizenship,andinterpersonalactivities.Thesecondmajortoolwehavedevelopedtohelpusanswerquestionsabouteducationaleffectivenessisthestudentflowmodel.Thistoolcombinesadmissions,quarterlyenrollment,and 7  graduationdatatoyieldinformationaboutretentionandgraduationrates,timetodegree,gradepointaverages,andcredithoursearned.Thestudentflowmodelallowsforcomparisonstobemadeonthebasisofstudententeringcharacteristics(ACT/SATscores,race,highschoolattended,etc.)andcollegeexperiences(major,participationspecialprograms,etc.).Adhocstudiescarriedoutbyourofficesfurthercontributetoourunderstandingofeducationaleffectiveness.ExamplesatGeorgiaSouthernincludetheTransitiontoCollegeStudywhereinnewfreshmenwereinterviewedconcerningthefreshmanexperienceandimportantinfluencesonstudentsuccess,theRepeatingCoursesStudywhichexaminedhowstudentscourserepeatingbehavioraffectstheirperformance,persistence,andprogression,andtheDistanceLearningStudythatexaminedtheeffectsofthattechnologyonstudentachievement.Weendeavortoprovidemeaningfulcomparativeinformationforallofoureducationaleffectivenessresearch.Peeroraspirationalcomparisongroupsprovidethebenchmarks.BowlingGreenisintheprocessofestablishinganationala doctoraluniversitydataexchangeinordertogainmeaningfulcomparisonsfromwellmatchedpeerinstitutions.EwellandJonesintherecentNCHEMSpublication,Indicatorsof GoodPracticein  UndergraduateEducation,provideasthesubtitlesuggests,ahandbookfordevelopmentand 7 implementationofinformationaltoolsforplanning,managementandevaluation.Thesuggestedmethodsprovidenumerouswaysthatasupportfunctioncouldprovideinformationregardingthelearningprocess.GeorgiaSouthernisformulatingplanstoaugmentthecurrentassessmentofinstitutionaleffectivenesswithEwellandJonestools.Oursecondbroadareaofinstitutionalresearchconcernstheeffectivenessofadministrative n! operationsandexploresthequestion: Howcanresources(human,fiscal,etc.)bemanagedina " waywhichmaximizesproductivity? Similarly,weareintheprocessofdevelopingtwo # researchtoolstoallowustoprovidesomeanswerstothisquestion.ThefirsttoolistheNACUBO(NationalAssociationofCollegeandUniversityBusiness %2! Officers)BenchmarkingProject.Thisnationwideactivitygathersdataonanarrayof &M" administrativeoperations.Ratiosamonginput,process,andoutcomeindicatorsareprovidedfortheinstitutionandforappropriatepeers.ThesecondmajortooleachofourofficesisdevelopinginordertoprovideanswersabouttheeffectivenessofadministrativeoperationsareourProfilesofInstructionalProductivityandCosts. i+&# Wehavecompiledattheacademicdepartment,college,andinstitutionallevelsinputmeasuressuchasnumbersofFTEfacultyandpersonnelandnonpersonnelexpenditures,processindicatorssuchascoursetypeandnumberofstudentsenrolled,andoutputssuchasstudentcredithours . *& taught.Wearecurrentlymanipulatingandanalyzingthesedatainordertoprovideproductivityandcostinformationsuchasstudentcredithoursdeliveredperfulltimeequivalentfaculty.ComparativeinformationforthiseffortwillbeprovidedbytheNationalStudyofInstructionalCostsandProductivity.AdhocstudiescarriedoutbyatGeorgiaSouthern,suchasastudyofstudentsatisfactionwithparkingandtransportationservicesandhowitcanbeimproved,furthercontributetotheinstitutionsunderstandingoftheeffectivenessofadministrativeoperations.Qualitativemethodsareusedtoadddepthtothequantitiveanalysis.WereplicatedtheTransitiontoCollegestudyasfirstconductedbyTerenzini(1994).Themodelingandarrayofdataandinformationprovideaconceptualorientationtothefunctionofdecisionsupport.Italsofacilitatesanalyticalprocesses.Onestudyusedpathanalysistoprovideanunderstandingofhowstudentsqualityofeffort,collegeexperiences,andperceptionsoftheinstitutionaffecttheiracademicandpersonalgains.Otherlessmethodicallysophisticatedtechniqueshaveproveneffective.Adesignmethodologyoccasionallyusedinthefieldofdevelopmentalpsychologyistermedlongitudinal,cross-sectional.Figure2isarepresentationofthelongitudinal,crosssectionaldesign.Foraparticularindicator,changefortheuniversityisshownovertime(longitudinal)andbetweenpeers(crosssectional)forasingleyear.  *X X XXŝ0O?;z|   `(@@@Evv'> (#(#               (#(##Xŝ XX*X A# ,C  H@*%CFigure2.RepresentationoftheLongitudinal,CrossSectionalDesign *%" Thisanalyticmethodwasveryusefulinportrayingtheresultsofstudentsatisfactionsurveys.Thismethodavoidstheseriousnumericalscalingproblemwhensuchresultsareanalyzedusing -E)% parametrictechniques.ThisprocedurewillbeappliedwhenalongitudinalsetoftheNACUBObenchmarkdataareavailable. ,Thistechniqueforrepresentinguniversitychangeprocesseshasbeguntoprovideouruniversitieswithcomprehensivesetsofinformationthatcanbeunderstoodasdescribingtheessentialprocesses.Withtimeasamatterofcoursefromregularapplicationofthedata,theuniversitieswillderivesetsofindicatorswhichwillexhibitchangesandflagdeviationsfromtheexpected.Decisionsupportactivitiesareaccomplishedwithinconceptualmodelthatonthesurfaceisintuitivesimpleandyetaffordstheabilityto drilldowntoproduceanalysesofcomplexdynamicprocesses. , Bibliography  &   ,xXX4` <hDp Lx (#X, Xx Astin,A.W.1993.WhatMattersinCollege?SanFrancisco:JosseyBass. .~  BordenV.M.H.andT.W.Banta,Eds.1994.UsingPerformanceIndicatorstoGuideStrategic Z  DecisionMaking.NewDirectionsforInstitutionalResearchNo.82.SanFrancisco:Jossey u  Bass.Ewell,P.T.andJones,D.P.1996.Indicatorsof GoodPracticeinUndergraduate   Implementation:aHandbookforDevelopmentandImplementation.Boulder,CO:National ' CenterforHigherEducationManagementSystems.Gaither,G.,B.P.Nedwick,andJ.E.Neal.1994.MeasuringUp:ThePromisesandPitfallsof n PerformanceIndicatorsinHigherEducation.ASHEERICHigherEducationReportNo.5 9 WashingtonD.C.NationalCenterforEducationalStatistics.1994.APreliminaryStudyoftheFeasibilityand  UtilityforNationalPolicyonInstructional GoodPracticeIndicatorsinUndergraduateEducation.Washington,D.C.:U.S.Dept.OfEducation.ED372718.  Pascarella,E.T.andP.T.Terenzini.1991HowCollegeAffectsStudents:FindingsandInsights 2 fromTwentyYearsofResearch.SanFrancisco:JosseyBass.  M Terenzini,P.T.1994.TheTransitiontoCollege:DiverseStudents,DiverseStories.Researchin )"y HigherEducation,35(1),5774. D#  Ӝ