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Outcomes Assessment and the Faculty Culture: Conflict or Congruence?
Author(s) -
Tener Robert K.
Publication year - 1999
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.1999.tb00413.x
Subject(s) - assessment center , psychology , engineering ethics , organizational culture , medical education , faculty development , pedagogy , political science , public relations , engineering , applied psychology , professional development , medicine
The greatest challenge to developing an effective outcomes assessment system is the institutional culture of the faculty. This paper describes some characteristics of many engineering faculty cultures which create challenges and opportunities for those developing new outcomes assessment systems. Specific issues which the assessment team will face, and some approaches by which they can deal with the circumstances created by the faculty culture, are presented. By generating appropriate responses to the issues raised, the assessment team can develop specific, effective tactics for successfully developing and implementing an outcomes assessment system.