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ERIC Number: EJ1060582
Record Type: Journal
Publication Date: 2014-Feb
Pages: 22
Abstractor: As Provided
ISSN: EISSN-1941-3386
Achieving Faculty Buy-In: Motivation Performance in Learning Outcome Assessment
Sujitparapitaya, Sutee
Journal of Case Studies in Accreditation and Assessment, v3 Feb 2014
Despite the great value of student learning outcome assessment (SLOA), faculty have not fully embraced the assessment movement, and many remain locked in debates on its merits. To gain faculty buy-in and explain why many faculty were motivated to engage in outcome assessment, the modified CANE (Commitment And Necessary Effort) model was used to examine key indices of motivated behavior. Both task assessment and personal values were found to be the primary motivational components of faculty commitment. When the commitment difficulties occur, these indices must accurately be identified and modified during the front end analysis to create and reinforce faculty values.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A