Cultivating Faculty Support for Institutional Effectiveness Activities: Benchmarking best practices

Abstract

This study examines faculty perspectives on accreditation-driven institutional effectiveness activities in higher education and measures the impact of four predictor variables on faculty perceptions about the importance of institutional effectiveness activities. The findings suggest that three variables are critical to faculty support for institutional effectiveness activities: (i) institutional motivation for pursuing these activities; (ii) level of involvement or participation in institutional effectiveness activities; and (iii) definition of quality. The findings suggest some best practices that institutions can use to cultivate faculty support for institutional effectiveness initiatives.