The Research On Institutional Effectiveness In The United States

In the 1980 s,the quality of higher education in the United States aroused great concern from the government,academia and the public.In this context,some colleges and universities in the southern part of the United States began to implement a new evaluation model,that is,institutional effectiveness.This study will use the literature research method,the comparative study method and the case analysis method to study the institutional effectiveness of American colleges and universities.This study starts from the perspective of institutional effectiveness,and analyzes the characteristics and advantages and disadvantages of three performance of evaluation perspectives institutions: “the perspective of economics”,“the systematic perspective of histology” and “the perspective of capital theory”.And specific examples are given of the use of these three perspectives in institutional effectiveness evaluation.In fact,the line between the institutional effectiveness and the institution research is not so clear.There are four relationships between the office of institutional effectiveness and the office of institution research : coexistence,combination,subjection and replacement.In each of the different relationships,the two have different roles in the school and different position set.In general,the functions and tasks of the office of institutional efficiency are accountability,assessment,accreditation,provide reports,and support for the school's strategic plan.The foundation of the institutional effectiveness includes the certification system,the school board system,universities and colleges have to service for the communities in which they are located,and the diverse cultural of the United States.The two model adopted by institutional effectiveness are the “cycle model from goal to result application” and the “WEAVE model”.Both of these models regard the institutional effectiveness evaluation as a periodic cycle,considering the improvement of universities and colleges is is to comparing goals and results time and time again.The indicators for the institutional effectiveness mainly include three aspects,which are the evaluation of students' indicators,the evaluation of teachers' indicators and the evaluation of administrative work indicators.Since the implementation of the institutional effectiveness,despite some skepticism,but both from the objective numerical response and the survey results from students and staffs,they all have good feedback,which also has certain reference significance for China.For example,Chinese colleges and universities should clarify their value orientation in the evaluation,and more vocational standards can be introduced in the training of students,as well as more detailed and in-depth investigation of graduates.However,China's certification system needs to be further improved and the imperfect accountability system is also the restrictive factor for China to implement the college effectiveness evaluation.