Abstract/Details

Developing a programmatic assessment strategy based on the concepts of LeanSigma and evaluating selected faculty perceptions of the effectiveness of this strategy


2007 2007

Other formats: Order a copy

Abstract (summary)

Institutions are continually being asked to stand accountable for their programs and services through programmatic assessment of student learning. Currently, the traditional assessment strategies focus solely on outcomes and fail to address the learning processes that lead to these outcomes; however, there is an increasing call from within higher education to identify programmatic assessment strategies which focus both on the learning processes and outcomes.

The researcher developed a new strategy for assessing student learning based on the LeanSigma quality improvement concept, which is proving to be a revolutionary strategy for continual improvement in many sectors outside higher education---business, health care, government, and service industries (Pande, Neuman & Cavanagh, 2000). The purpose of this study was to: (a) develop and implement a new programmatic assessment strategy for measuring student learning in higher education based on the LeanSigma quality improvement concept and (b) evaluate faculty perceptions of the effectiveness of this strategy compared to the traditional method of programmatic assessment. Faculty experiences with the two assessment strategies were evaluated utilizing the (a) Malcolm Baldrige National Quality Program's Education Criteria and (b) the AAHE's Nine Principles of Good Practice for Assessing Student Learning.

Four academic units were selected from a small, private liberal-arts institution in Southeast Tennessee to participate in this study. The academic units were purposefully sampled into one of two conditions: (1) two academic units were sampled to use the new LeanSigma strategy and (2) two academic units were sampled to use the Traditional strategy for assessing student learning. At the conclusion of the annual assessment cycle, the researcher evaluated faculty experiences with the respective assessment strategy using the MBNQP's Education Criteria and the AAHE's Nine Principles.

The results from this study indicate the LeanSigma strategy is a more effective tool for quality improvement than the traditional strategy for assessing student learning according to the MBNQP's Education Criteria and the AAHE's Nine Principles. The LeanSigma strategy was found to be more intrinsically valued by the faculty, more focused on the key learning processes of the programs, and better suited for the formative purposes of assessment in curricular reform.

Indexing (details)


Subject
Educational evaluation;
School administration;
Curricula;
Teaching
Classification
0288: Educational evaluation
0514: School administration
0727: Curricula
0727: Teaching
Identifier / keyword
Education; Assessment; Faculty; LeanSigma; Programmatic assessment; Six Sigma
Title
Developing a programmatic assessment strategy based on the concepts of LeanSigma and evaluating selected faculty perceptions of the effectiveness of this strategy
Author
VanHook, Jayson B.
Number of pages
247
Publication year
2007
Degree date
2007
School code
0138
Source
DAI-A 68/02, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
Advisor
Joekel, Ronald
University/institution
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3252823
ProQuest document ID
304843982
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304843982
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.