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ERIC Number: ED521506
Record Type: Non-Journal
Publication Date: 2010
Pages: 145
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-8327-2
The Use of Assessment for Institutional Sensemaking by Top Administrative Officials
Hegeman, Johnston Niven
ProQuest LLC, Ed.D. Dissertation, West Virginia University
This study explored the relationship between the degree to which top administrators of four-year colleges and universities that have been effective in implementing and sustaining assessment view the use of assessment and seven components of institutional sensemaking at their institutions. The underlying premise is that outcomes assessment practices represent a transformational change in higher education, and institutional sensemaking has been identified as a central feature of institutional transformation efforts. Understanding how assessment results and institutional sensemaking are intertwined should be useful for professionals charged with designing or implementing assessment plans, because it may lead to new ways to connect assessment with institutional decision-making and planning. Surveys were completed by 311 top academic and student affairs administrators at 66 four-year institutions of higher education in the United States that were identified as having mature cultures of institutional assessment. Strong relationships were found between perceived use of assessment at those institutions and six aspects of sensemaking: Identity type, identity commitment, strategic orientation, present image, information processing structure, and issue interpretation. These findings suggest the importance of intentionally linking assessment planning with sensemaking activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States