Assessing and supporting quality in the liberal arts: The role of the chief liberal arts academic officer
M'Ferron J.R.; Lynch D.M.; Bowker L.H.; Knepp D.L.
1988
Journal of Educational Administration
0
10.1108/eb009959
Using data from a random sample of chief liberal arts academic officers in American colleges and universities, the authors have examined formal methods for evaluating the liberal arts, resource allocation policies of chief liberal arts academic officers,. and factors which influence these evaluations. The liberal arts are defined as the natural sciences, social sciences, and humanities. Data were presented on 14 evaluation factors related to distinct dimensions of department and program excellence. Findings suggest that “resources for excellence” are unevenly distributed among departments. If the educational goal of the 1980s ‘ quality education ‘ is to be met, these inconsistencies in resource allocations must be corrected. © 1988, MCB UP Limited
Astin A., Higher Education Policy: Education for Economics?, The Four Year College and University; West D., Providing Quality Education for the 1980s, Liberal Education. 70, (1984); Morris J., The Place of the Humanities in the Liberal Arts, Liberal Education. 64, pp. 44-54, (1978); Tobias S., Can We Afford to Improve Liberal Education? And Can We Afford Not to Improve It?, Liberal Education. 68, pp. 87-94, (1982); Hendrix R., Stoel C., Improving Liberal Education: A Report on Funded Projects, 1973-81, Liberal Education. 62, pp. 139-159, (1982); Tobias S.; Seldin P., How Colleges Evaluate Teaching, Educational Horizons. 58, pp. 113-117, (1979); Ibid; Ibid, pp. 113-117; Bowker L., M'Ferrori J., Lynch D., Resources and Rewards: The Conditions of Teaching the Liberal Arts in the United States., Paper presented at the national conference of the Association for the Study of Higher Education, (1986); SPSS Inc. SPSs' User's Guide. McGraw-Hill, (1983)
Review
Scopus