Academic Program Review in a Loosely Coupled System.

Autor/inn/en	DiBiasio, Daniel A.; Ecker, George
Titel	Academic Program Review in a Loosely Coupled System.
Quelle	(1982), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Role; Advisory Committees; College Programs; Coordination; Educational Assessment; Graduate Study; Higher Education; Organizational Theories; Program Evaluation; School Organization; Self Evaluation (Groups); State Colleges; Student Role; Teacher Role; Undergraduate Study + Suchen Sie Ihr Suchwort? Beratungsstelle; Studienprogramm; Koordination; Education; assessment; Bewertungssystem; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Organisationstheorie; Programme evaluation; Programmevaluation; School organisation; Schulorganisation; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Lehrerrolle; Grundstudium
Abstract	The academic program review process that accounts for conceptual properties of loose coupling is analyzed, and organizational theory literature is reviewed with regard to program review and loose coupling. In addition, the academic program review process used at Ohio State University is described in detail, and the elements of loose coupling evident in that process are examined. Loosely coupled systems are organizations or organizational elements that are tacitly related to one another. Loosely coupled review processes typically have comprehensive purposes, variable review procedures, and program specific review criteria. Distinctions between tightly coupled and loosely coupled review systems are summarized. Program review at Ohio State University is a comprehensive, faculty-based process; all aspects of academic programs are reviewed: teaching, research, and service activities, and graduate and undergraduate components. There are commonly four parties to each review: the program itself (faculty, students, and program administrators), the college to which the program reports, the graduate school, and the Office of Academic Affairs. A coordinating committee composed of senior faculty members outside of the program being reviewed assist self-study committees plan the review, manage the external review, and bring reviews to closure. Nine characteristics form the conceptual bases of program review at the university: flexibility, program definitions, self-study, parties to the review, openness, feedback, external review, peer coordination, and closure. It is concluded that when program review is structured so that the process accounts for the university as an "organized anarchy," the functions of loose coupling are apparent. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC