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ERIC Number: ED524940
Record Type: Non-Journal
Publication Date: 2010
Pages: 261
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-5362-0
Experiences of Higher Education Faculty Engaged in Undergraduate Student Learning Outcomes Assessment
Evans, Elizabeth L.
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Milwaukee
This qualitative phenomenological study sought to describe the lived experiences of full- time faculty engaged in undergraduate learning outcomes assessment at the program or general education level in baccalaureate or master's nonprofit or public institutions of higher education regionally accredited by the Higher Learning Commission. The ten faculty members who provided interviews defined themselves as engaged in outcomes assessment. This study identified participation in outcomes assessment, often described as involvement in the literature, as distinct from engagement. Practitioner literature on outcomes assessment encourages institutions to engage their faculty, but there has not been an attempt previously to define engagement in this context. Engagement was defined as a construct which included both behavioral and affective components, and included attitudes that the most important purpose for faculty to participate in outcomes assessment was to improve student learning. Participants' descriptions of their experiences on the path to engagement included a catalyst which precipitated movement toward engagement, a period of learning and discovery concurrent with or culminating in engagement, followed by sustained contribution to the institution. Engagement constituted a learning and leadership process for faculty, and participants found meaning in their collaborative work with other faculty on outcomes assessment. Engagement in this study was compared to literature on motivation and work engagement, particularly the job demands-job resources model. This study fills a gap in the literature by defining faculty engagement in outcomes assessment and providing a portrayal of the experiences of faculty who are actively engaged in this process within their faculty roles at higher education institutions. This study also provides recommendations for institutional leaders and faculty developers, and implications for further development of the theoretical constructs of work engagement and the job-demands job-resources model as applied to faculty work on outcomes assessment in higher education. [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