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Assessing Organizational Performance in Higher Education
John Wiley and Sons Ltd, Nov 2006, Pages: 280
The book provides a full complement of assessment technologies that enable leaders to measure and evaluate performance using qualitative and quantitative performance indicators and reference points in each of seven areas of organizational performance. While these technologies are not new, applying them in a comprehensive assessment of the performance of both academic and administrative organization in higher education is a true innovation.
Assessing Organizational Performance in Higher Education defines four types of assessment user groups, each of which has unique interest in organizational performance. This offers a new perspective on who uses performance results and why they use them. These varied groups emphasize that assessment results must be tailored to fit the needs of specific groups, that “one-size-fits-all” does not apply in assessment. An assessment process must be robust and capable of delivering the right information at the right time to the right user group
The book offers educational leaders a new, conceptual model that has been well-tested and refined for integrating and expanding assessment practices. The model, which is rooted in systems theory, provides a different structure for measuring and evaluating organizational performance because it frames an organization as a system with internal and external elements, each of which presents an opportunity and potential for assessment.
The book also defines four types of assessment user groups, each of which has a unique interest in organizational performance. This is a new perspective on who uses performance results and why. These groups were introduced to help leaders recognize that assessment results must be tailored to fit the needs of specific groups that one-size-fits-all does not apply in assessment. The concept that an assessment process must be robust and capable of delivering the right information at the right time to the right user group is new. And finally, recommendations on how to create and maintain an on-going, flexible, integrated, cost-effective and comprehensive system capable of assessing performance of any organization or process within the institution is a new application of project management practices.
About the author
Barbara A. Miller, Ph.D. (formerly Lembcke) is an organizational development consultant to colleges and universities, and serves on the faculty at DePauw University, Greencastle, Indiana. Previously Miller was senior policy and planning analyst at George Mason University, Fairfax, Virginia. The author served three years as an evaluator and examiner with the Malcolm Baldrige Quality Award Program and has served as an outside consultant.
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