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Assessment & Evaluation in Higher Education Volume 28, 2003 - Issue 1
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Original Articles

Cultivating Faculty Support for Institutional Effectiveness Activities: Benchmarking best practices

JOHN F. WELSH University of Louisville, Louisville, Kentucky, USA
&
JEFF METCALF Kentucky Christian College, Grayson, Kentucky, USA
Pages 33-45 | Published online: 27 May 2010

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Amanda McCubbin, Sara Hammer & Peter Ayriss. (2022) Learning and teaching benchmarking in Australian universities: the current state of play. Journal of Higher Education Policy and Management 44:1, pages 3-20.
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Amal Alaskar, Ellen D’Errico, Laura Alipoon & Salem Dehom. (2019) Institutional accreditation in Saudi Arabian higher education: perceptions and involvement. Quality in Higher Education 25:3, pages 245-260.
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Julia Bandini, Sara Shostak, David Cunningham & Wendy Cadge. (2016) Assessing learning in a sociology department: what do students say that they learn?. Assessment & Evaluation in Higher Education 41:3, pages 414-426.
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KimK. Bender & T. J. Siller. (2006) How an Engineering College Uses a University’s Quality Enhancement System to Generate and Manage Evidence for Multiple Accreditation and Accountability Bodies. Quality in Higher Education 12:2, pages 175-191.
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Articles from other publishers (16)

Ali S Al-Shareef, Mansour A AlQurashi, Azza Al Jabarti, Hend Alnajjar, Ahmed Alanazi, Mohamed Almoamary, Bader Shirah & Khalid Alqarni. (2023) Perception of the Accreditation of the National Commission for Academic Accreditation and Assessment at Different Health Colleges in Jeddah, Saudi Arabia. Cureus.
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Alana Hoare, Catharine Dishke Hondzel & Shannon Wagner. (2022) Forming an academic program review learning community: description of a conceptual model. Quality Assurance in Education 30:4, pages 401-415.
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P. S. AithalAdithya K. M.Pradeep M. D.. (2022) Holistic Integrated Student Development Model & Service Delivery Model – A Best Practice of Srinivas University, India. International Journal of Case Studies in Business, IT, and Education, pages 590-616.
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Mary Scheuer Senter, Teresa Ciabattari & Nicole V. Amaya. (2020) Sociology Departments and Program Review: Chair Perspectives on Process and Outcomes. Teaching Sociology 49:1, pages 1-16.
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Rob Hallis. 2020. Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL). Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) 262 280 .
Tracy Bartholomew, Mary C. Wright & Charlie Michaels. (2018) Partnering with Teaching and Learning Centers for Curricular Assessment: A Case Study of Best Practices. New Directions for Teaching and Learning 2018:155, pages 21-29.
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Peter T. Ayuk & Gerrie J. Jacobs. (2018) Developing a measure for student perspectives on institutional effectiveness in higher education. SA Journal of Industrial Psychology 44.
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Chad Rohrbacher. (2017) Humanities Professors' Conceptions of Assessment: A Case Study. The Journal of General Education 66:1-2, pages 17-41.
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Mary C. Wright, Molly Goldwasser, Wayne Jacobson & Christopher Dakes. (2017) Assessment from an Educational Development Perspective. To Improve the Academy 36:1, pages 39-49.
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Larry Baas, James C. Rhoads & Dan B. Thomas. (2016) Are Quests for a “Culture of Assessment” Mired in a “Culture War” Over Assessment? A Q-Methodological Inquiry. SAGE Open 6:1, pages 215824401562359.
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Xueli Wang & Sarah Hurley. (2012) Assessment as a Scholarly Activity?. The Journal of General Education 61:1, pages 1-15.
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Catherine M. Wehlburg. (2010) Meaningful general education assessment that is integrated and transformative. New Directions for Teaching and Learning 2010:121, pages 89-97.
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Diana Quinn & Simon Shurville. (2009) From little things big things grow: scaling‐up assessment of experiential learning. Campus-Wide Information Systems 26:5, pages 329-344.
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Lesa A. Stern & Amanda Solomon. (2006) Effective faculty feedback: The road less traveled. Assessing Writing 11:1, pages 22-41.
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J. S. de Valenzuela, Susan R. Copeland & Gregory Alan Blalock. (2022) Unfulfilled Expectations: Faculty Participation and Voice in a University Program Evaluation. Teachers College Record: The Voice of Scholarship in Education 107:10, pages 2227-2247.
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J. S. de Valenzuela, Susan R. Copeland & Gregory Alan Blalock. (2022) Unfulfilled Expectations: Faculty Participation and Voice in a University Program Evaluation. Teachers College Record: The Voice of Scholarship in Education 107:10, pages 2227-2247.
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