ERIC Number: ED216587
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Academic Program Review in a Loosely Coupled System.
DiBiasio, Daniel A.; Ecker, George
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)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Identifiers: Ohio State University
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March, 1982).