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ERIC Number: ED567997
Record Type: Non-Journal
Publication Date: 2015
Pages: 132
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3395-2269-2
Student Success and Institutional Accountability through the Components of Voluntary Framework Accountability
Mentzer, Stacy
ProQuest LLC, Ph.D. Dissertation, University of Phoenix
Demands on higher education institutions are growing. Stakeholders are demanding proof of quality to ensure students are receiving the education they are paying for. Institutional accountability is a growing concern for higher education institutions, more specifically community colleges. The diverse characteristics of community colleges have made accurate reporting of institutional accountability challenging. This qualitative descriptive case study used a combination of questionnaires and interviews to explore components of Voluntary Framework Accountability (VFA) describing student success and institutional accountability at rural community colleges. The intentions were to explore how the convergence of current accountability measurements with Voluntary Framework Accountability measurements can affect institutional accountability. The study involved questionnaires to 40 members of faculty, staff, administration, and support staff about institutional accountability, student success, measures of institutional accountability, and professional development techniques. The concept behind the questionnaire was to gain the perspective of individuals across the campus about the topic. The study also included a series of 13 interviews. The individuals chosen for interviews were those who are involved with measuring institutional accountability. This data collection process has been identified as a way to not only explore the current measurement metrics but also how accountability is viewed by members of the institution leading to an understanding of how the convergence of VFA with current measurements would portray the institutional accountability. Responsibility, standards, and transparency, goals and graduation, student data, and extremely important were the five themes that emerged from this study. [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: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A