A Systems Approach to Accredited Program Accountability in Regional Universities
A Systems Approach to Accredited Program Accountability in Regional Universities
复制标题
地区大学认可项目问责制的系统方法
DOI：
10.18260/1-2--29739
复制
发表时间：
2018
影响因子：
3.5
通讯作者：
D. Huddleston
中科院分区：
文献类型：
--
作者：
D. Elizandro;D. Huddleston
广义地说，学位计划的责任衡量的是创造的价值与成本。价值是由社区、国家和地区的社会和经济需求决定的。成本反映了应对复杂的内生和外生挑战所需的资源，这些挑战需要资源分配战略以及监测和调整战略以确保问责制。在旗舰机构中，计划责任制也很重要。然而，旗舰院校学位课程战略中的微小扰动可能会成为地区性大学的主要问题，因为没有足够的资源来快速调整，以应对这些战略的意外后果。地区性大学的工程学学位课程的标志性特征是，从学生群体中毕业，为地区性公司和大型公司的地区性业务成功地实践工程师和中层管理人员，其中包括相当数量的农村学生，他们往往没有做好学业准备。一所地区性大学的工科课程，如果满足ABett通用标准，并满足来自不同学生和时变学生的学术需求，就会产生独特的挑战性问题。本文提出了W·爱德华兹·戴明的深刻知识体系(SPK)，该体系通过开发学术项目效率和有效性的度量标准，压缩收集、总结和分析项目数据的时间，以及及时识别处于风险中的学生，来扩展嵌入Abet通用标准中的项目责任。课程效率衡量的是消耗学术课程资源的非增值活动的水平。相比之下，有效性衡量的是教唆定义的学生成果和项目目标的实现水平。此SPK中包含的其他工业工程和工程管理工具和技术解决了先前开发的获得好评的AETE认证平台中的责任和计划有效性限制。这些SPK概念很容易扩展到科学、技术、工程和数学(STEM)计划。
Broadly stated, academic degree program accountability measures value created versus cost. Value is determined by social and economic needs of the community, state, and region. Costs reflect resource requirements to address complex endogenous and exogenous challenges that require strategies for allocating resources, and monitoring and adapting strategies to ensure accountability. Program accountability is also important in flagship institutions. However, small perturbations in degree programs strategies of flagship institution can be major problems for regional universities because of insufficient resources to quickly adjust for unintended consequences of these strategies. The signature of engineering degree programs in regional universities is graduating successful practicing engineers and mid-level managers for regional companies and regional operations of larger companies from a student population that includes a significant number of rural and frequently less academically prepared students. An engineering curriculum that satisfies ABET General criteria and meets academic needs of students from a diverse and time variant student profile in a regional university creates uniquely challenging problems. This paper proposes a W. Edwards Deming’s System of Profound Knowledge (SPK) that extends program accountability embedded in the ABET General Criteria by developing metrics for academic program efficiency and effectiveness; compressing time to collect, summarize, and analyze program data; and identifying at-risk students in a timely manner. Program efficiency measures levels of non-value added activities consuming academic program resources. In contrast, effectiveness measures attainment levels of ABET defined student outcomes and program objectives. The additional industrial engineering and engineering management tools and techniques incorporated into this SPK address accountability and program effectiveness limitations in a previously developed ABET accreditation platform that received critical acclaim. These SPK concepts are easily extendable to science, technology, engineering, and mathematics (STEM) programs.