Ability/abilities
, 1, 6, 10–11, 31–32
instructional support services
, 105
to persist
, 153, 157
Academic success center
component assessment
, 121
service assessment
, 120
Academic years (AYx)
, 146, 175, 178
Achieve/achievable/achievement
, 16–17, 31, 63, 78, 80, 97, 142, 155
Action planning process
, 171–172, 189–191
Activities
, 4, 17, 79, 102
Actual functional performance
, 135, 140
Acyclical data
, 192
in ML
, 7
Adapted/adaptable/adaptability
, 2, 7
Aggregated/aggregate(s)/aggregating/aggregation(s)
, 2–3, 7, 10–11, 26, 29, 36, 39–41, 52–53, 62, 73, 75, 77, 87, 90, 96–98, 113, 115, 119, 121, 126, 129, 131, 133–134, 158, 161, 192
correlation matrix
, 136
functional data into causal triads
, 135
KPIs clusters based on strength of correlation
, 137–138
Alan, B.
, 17, 140, 150, 156, 172
Algorithms
, 6
as measurement strategies
, 7
select and frame performance of interactions
, 192
Alibali, M. W.
, 4, 13, 115
Alignment
, 10, 18, 33, 39, 64, 147
American Libraries Association
, 107
Americans with Disabilities Act
, 21, 108
Analysis/analyses
, 3, 11–12, 39
Antony, J. S.
, 133, 140, 164
Applied
, 7, 64, 144, 157, 177
Articulate(d)
, 1–3, 10, 15–18, 20–21, 32–33, 36, 52, 78, 99, 108, 129, 140, 144, 154, 156, 178, 181, 189
Artificial intelligence (AI)
, 6, 8–9, 190
visualizations
, 193
Artificial Neural Network (ANN)
, 9, 193
Aspirational/aspirations
, 15–16
Assess/assessing/assessment
, 1–3, 6, 11, 22, 31, 39, 41, 113, 115, 119, 126, 144, 146, 190
authentic application
, 154
career services service
, 127–128
through competing-values approach
, 156, 158, 160–161
competing-values
, 22
component level
, 115
counseling services service
, 125–126
course components
, 90–98
disabilities services component
, 124
disabilities services service
, 123–124
experiential learning
, 115–119
global student services
, 126, 129–131
identification and articulation of KPIs for institution
, 151–153
institutional effectiveness
, 173
process
, 21–22
through strategic constituency approach
, 155–156, 159
through strategic contingencies approach
, 154–155, 158
through systems approach
, 146, 150
trending report of sensemaking data for institution
, 157
Association learning
, 8, 192
Attract stakeholders
, 150–151
Attributes
, 4–9, 11–12, 16, 31–33, 36, 38, 40, 42, 51, 55, 62, 64, 78, 111, 155, 158, 171
Authentic(ity)
, 1, 5, 15, 22, 42, 173, 193
Authentic data
, 5, 190
measure performance of functional systems
, 133
in ML
, 7
models
, 161
Averages (Avg)
GPA of withdrawing students
, 177
length of time to complete program
, 178
program GPA of graduates
, 177
time to withdraw from program
, 177
Cameron, K. S.
, 9, 11, 134
Career services
component assessment
, 128
service assessment
, 127–128
Categorical
average
, 33, 38, 53, 55, 62, 148
counts
, 33, 38–42, 50, 55, 62, 96, 119
Category/categories/categorized/categorization
, 13, 21–22, 26, 29, 42–43, 62, 73, 77, 79, 90, 99, 115, 140, 142, 150, 161
Causal
, 4, 9, 133, 142, 174, 181
Centralized career services
, 126
Chambers, C. R.
, 64, 99, 101
Change strategy
, 140, 172, 190–191
Characterized/characteristic(s)
, 4, 64
Chidambaranathan, K.
, 156
Classification process
, 7, 192
Clinical practice
, 46, 57
Clustered/cluster(s)
, 10–11, 15, 135, 155, 174, 178, 181, 186, 190
Clustering
, 4
analysis
, 174
procedure method
, 135
process
, 139
Coefficient
, 14, 134, 174
Cognitive
dissonance
, 156
styles
, 78, 90, 115, 119
Coherent
experience
, 179
learning experience
, 33
system
, 10
Collaborate/collaborative/collaboration
, 4, 16, 81, 164, 193
Community
, 11, 15, 17, 20, 102
Community learning
, 101–102, 152, 157
Competing-values
approach
, 143–144, 156, 158, 160–161
assessment
, 22
Compiled/compile(s)/compiling
, 6, 15, 42, 83, 146, 155, 173–174
Completion percentage factor
, 180
Complexity/complexities
, 10, 33, 113, 135, 147
Compliance
, 38–40, 90, 146
Component level assessments
, 115
Components
, 4–5, 16, 18, 21, 77–78, 80, 83, 99, 110–111, 115, 119, 126, 129, 145, 193
Conceptual frameworks
, 8, 10, 15–16, 32–33, 51, 63–64, 77, 98–99, 134, 144
Confirm
, 3, 174, 179, 181, 189
Confirmatory
factor analyses
, 134
research
, 63
Consequences
, 139, 161, 171–172, 190
Consistency
, 10, 32, 36, 148, 186
Constituency grouping
, 155
Constituent
, 7, 192
averages
, 155
groups
, 155
parts
, 164, 174
Constraint(s)
of effectiveness
, 181–190
of performance
, 135
Construct(s)
, 3–6, 8–9, 15, 18, 20–21, 33, 42, 51, 57, 62, 64, 71, 77, 79–80, 83, 99, 150, 174
Constructed
approach
, 10, 57
learning experience
, 33
Constructivist process
, 9–10
Consumer protection
, 25, 28
Content
, 5, 9–10, 15, 18, 32, 36, 51–52, 64, 77, 80, 83, 99, 107
Continuous qualities improvement
, 171, 173
data
, 174–178
drivers and constraints of effectiveness, sensemaking of
, 181–190
institutional effectiveness report, sensemaking of
, 178–181
machine learning loop
, 190–193
sensemaking
, 173–174
Convergent questions
, 101
Cook, W. D.
, 11, 134, 173
Correlate(s)/correlated/correlative
, 29, 42, 55, 62, 64, 72–73, 77, 87, 133, 135, 139, 180, 185–187
Correlating indicators
, 135
Correlation coefficients
, 134
Correlation matrix
, 135, 181, 192
indicators
, 136
for performance indicators
, 182–184
Spearman correlation matrixes
, 192
Counseling services
, 121
component assessment
, 126
service assessment
, 125
Courses
components assessment
, 90–98
components measurement
, 80–83
measurement
, 36–38
performance assessment
, 40–42
Credibility
, 2, 5, 12, 20, 29
Credible
, 2–4, 9, 15, 21–22, 31, 42–43, 51, 73, 77, 80, 83, 98, 113, 133, 142, 173, 189, 190, 192–193
Criteria
, 32–33, 36, 39–42, 51–52, 64–65, 72, 79, 87, 142, 145–146
Criterion
, 33, 38, 41, 43, 51–52, 83, 87, 145–146
Critical
, 10–12, 16, 32–33, 71, 87, 99, 101, 111, 171, 173
Cross-functional
performance
, 134
process
, 180
Cultural(ly)/culture(s)
, 4, 11, 17, 19, 46, 48, 52, 60, 101
Curricula(r)/curriculum
, 31–32, 39–41, 146
assessment
, 39–40
curriculum–external validity
, 139
design
, 152
measurement
, 31–35
Data modeling
, 133–134
institutional
, 140, 142–144
processes
, 6
Data set
, 8, 13, 39, 133–135, 164, 181
Dawson, S.
, 2–3, 11, 32, 77, 142
Decision-making process
, 73, 164
Demonstrate(s)/demonstrated/demonstrating/demonstration(s)
, 1, 3–6, 12, 15, 18, 22, 26, 33, 36, 38, 40–41, 43, 46–47, 53, 62–63, 73, 83, 87, 90, 99, 140, 142, 149, 154–155, 156, 174, 179, 181, 190
Descriptive process
, 3, 62, 134
Developmental
portfolio
, 83
students
, 180, 189
Diamond, R. M.
, 32, 36, 51
Difference(s)
, 4, 9, 11–14, 154–155
Dimension(s)
, 32–33
reduction and modeling
, 8, 192
Disability/disabilities
, 108
component assessment
, 124
service assessment
, 123–124
Discipline(s)
, 32–33, 36, 38, 64, 78, 146
Discrete(ly)
, 8, 32, 42–43, 52, 71, 78, 105, 115, 143
Distinguishing characteristics
, 4–5
Distributed/distribution
, 36, 71–72, 78–79, 87, 140, 150
Divergent perspectives
, 4
Diverse/diversity
array of strategies
, 17
cognitive styles
, 78
constituencies
, 143
populations
, 2, 32, 105
of thinking
, 11–12
Driver(s)
, 6, 13, 17, 19, 22, 31, 135, 142, 161, 164, 174, 181, 186–187, 192
Dualistic thinking models
, 6, 144
Economic factors
, 20, 27, 162
Educational institutions
, 5–6, 16, 142, 161
Effect(s)
, 40, 101
size attribute
, 13
of system
, 9
Effectiveness
, 1
assessing
, 2
institutional assessment of
, 5–6
of institutional conceptual framework
, 15
of instructional system
, 83
systematic approach to
, 10–11
Embed(s)/embedded/embedding
, 4, 12, 17, 21, 57
Emerge
, 4, 7–8, 129, 146, 164, 171, 174, 181, 186–187, 189
Emergent interrelationships
, 134
Employers
, 23, 27, 32, 162
Employment/profession factors
, 20, 27, 162
Engage(s)/engaged/engaging/engagement
, 2, 4, 11, 32–33, 73, 78–79, 87, 115, 144, 173, 181, 193
Enhance(s)/enhanced/enhancement(s)
, 8, 15, 32, 36, 41, 99, 102, 105, 111, 139, 146, 161, 164, 171, 190
Environmental/environment(s)
alignment
, 153
assessing
, 21
environmental data aggregation
, 27–28
institutional environmental data
, 23–25
measurement to support institutional definition
, 22
scanning
, 19–20
SWOT analysis
, 26, 29
Equivalent(ly)
, 13, 72, 87, 154, 179
Ethical
conduct
, 71
framework
, 17
standards
, 12
Evaluate(s)/evaluation process
, 3, 11, 49, 53, 60
Evidence-based decision-making process
, 172
Examination
, 43, 178, 187
Expectations
, 18–22, 32, 101–102, 189
Expected
, 17, 36, 39, 79, 139, 180, 188
Experience(s)
, 104, 119, 130
Experiential learning
, 115, (see also Program learning)
assessments
, 115–119
experiences
, 99
services
, 102–105
Exploratory factor analysis
, 134
External environment
, 156, 161
curriculum with expectations
, 32
at institutional level
, 64
measuring
, 19–21
Externally valid content
, 32, 147
Externship
, 102, 104–105, 115, 117, 131
Extracted/extraction
, 7, 21, 32, 171
Identification
, 71
in action-planning process
, 171
of KPIs
, 151
Ikenberry, S. O.
, 87, 154
Implied “goodness or badness”
, 161
Imprecise/imprecision
, 2, 10
Indicators
, 3, 174, 177
conceptualization and treatment of institutional data as
, 4
correlation matrix
, 136
curricular coherence and disabilities services
, 139
functional
, 174
single performance
, 6
Individual processes
, 133
Individuals with Disabilities Education Act
, 21
Ineffective/ineffectiveness
, 1
Inferring/inferences/inferential method
, 3, 129
Infrastructure measurement
, 74
Iniesta-Bonillo, M. A.
, 25
Institutional data modeling
, 140, 142–144, (see also Functional data modeling)
action planning
, 171–172
competing-values approach
, 156, 158, 160–161–163
continuous qualities improvement
, 171
functional KPIs through goal-path approach
, 145
goal-path approach to assess effectiveness
, 146, 147–149
institutional effectiveness report
, 164–171
sensemaking of institutional effectiveness models
, 161
strategic constituency approach
, 155–156, 159
strategic contingencies approach
, 154–155, 158
systems approach
, 146, 150–154, 157
Institutional effectiveness
, 1–2, 193
approaches
, 140, 161, 171
assessment
, 173
report
, 164–171, 174–177
sensemaking
, 178–181
Institutional/institution
, 188, 193
assessment of effectiveness
, 5–6
competitive
, 71
conceptual framework
, 16
dashboard summarizing functional assessments
, 141
environmental scan
, 64, 156
functions
, 133
mission alignment measurement
, 65–67
mixed methods approach to institutional research
, 9–10
models
, 11
performance models
, 134, 142
sensemaking
, 3
values alignment measurement
, 68–70.
Instruction(al)
, 77
assessing learning engagement
, 87–90, 91–92
assessing learning experience
, 90–98
course components measurement
, 80–83
prior learning measurement
, 87
and learning support
, 99
measuring learning achievement
, 83–87
measuring learning engagement
, 78–80
measuring learning experience
, 80–83
support
, 115, 152
system
, 31, 77, 140, 180
vision statement
, 77–78
Instructor
, 78–80, 87, 90
Integrate/integrated/integrating/integration
, 4, 36, 148, 172
Intellectual process of sensemaking
, 3–4
Intended functional performance
, 140
Intended performance
, 3, 115, 134, 174
Interconnected/interconnections/interconnectedness
, 7–9, 33
Intercultural services
, 101
Interdependencies/interdependent
, 3, 11, 142, 161
Internal data
, 192
in ML
, 7
Internship/externship experience
, 102
component assessment
, 119
measurement
, 104
services
, 115
Interrelationships
of courses
, 36
in functional performance data
, 134
between indicators
, 135, 174, 179
Sample size attribute
, 12–14
Sánchez-Fernández, R.
, 25
Satisfaction
, 6
measurement
, 101–102
Scaling/scaled/scale(s)
, 42–43, 52
Second-order effect of functional changes
, 139
Sensemaking
, 3–4, 11, 173–174
acquisition, student
, 181, 185
action planning process
, 189–190
of assessment KPIs
through competing-values approach
, 156, 158, 160–163
correlation matrix for performance indicators
, 182–184
of drivers
, 181
experience, student
, 186–188
of functional KPIs through goal-path approach
, 145
graduate GPA average
, 185–186
of institutional effectiveness models
, 161, 178–181
KPI clusters of strongest correlations
, 184–185
process
, 142
through strategic constituency approach
, 155–156, 159
through strategic contingencies approach
, 154–155, 158
success triads, student
, 188–189
system
, 140
through systems approach
, 146, 150–154, 157
Service level assessment
, 114–115
Shiffrin, R.
, 17, 140, 156
Significance level attribute
, 13
Social factors
, 27
of institutional interaction
, 20, 162
Social information processing
, 101
Spearman correlation matrixes
, 192
Spearman Rho coefficient of correlation
, 134, 136
Specific, Measurable, Achievable, Realistic, and Time-bound attributes (SMART attributes)
, 16–17
Stakeholders
, 133, 143, 150–151
Statistical
modeling
, 7–8, 192
power attribute
, 13
power test
, 12–13
Strategic contingencies approach
, 142–144, 154–156, 159
percentage of students demonstrating program learning objectives
, 158
Strategic/strategically/strategy
, 6, 10, 17, 143
Strength, weakness, opportunity, or threat analysis (SWOT analysis)
, 26, 29
Structured/structure
, 36, 148
of academic discipline
, 115
of curriculum
, 32, 39, 146
prediction technique
, 8, 192
of rubrics
, 51
Student
acquisition
, 181, 185
assessment of components
, 129
career services
, 127–128
experience
, 186–188
graduate student support services measurement
, 114
learning outcomes portfolio
, 84–86
life measurement
, 103
outcomes
, 140
perceptions
, 101
persistence–developmental students
, 178
persistence–non-developmental students
, 178
services organization
, 99
success number
, 178
support services function
, 115
transition support services
, 111–113, 126
Student learning support services
, 105, 119
academic success center
, 106, 120–121
counseling services
, 125–126
counseling services measurement
, 110
disabilities services
, 123–124
disabilities services measurement
, 109
functional performance data
, 111
library component assessment
, 123
library questionnaire
, 107–108
library service assessment
, 122
Student support services
, 99–101, 152
assessing
, 113–115
assessing student support services
, 113–115
experiential learning assessments
, 115–119
experiential learning services
, 102–105
function
, 101, 107, 119
global student services assessment
, 126, 129–131
mission, vision, and values for student services function
, 100
satisfaction
, 101–102
student learning support services
, 105–111, 119–126
student support services
, 99–101
student transition support services
, 111–114, 126–129
Successful program completion
, 153
Summarization/summarizing/summarized/summarize
, 7, 22, 26, 39, 73
Supporting/supported/support
, 5, 180, 189
Synergies
, 9, 36
of cross-functional performance
, 134
of institutional process
, 32
of participants
, 164
visualization
, 161
Synergistic/synergistically/synergy
, 6, 77, 161
Synthetic/synthesize/synthesis
, 1, 10, 164
Systematic/systematically/systems
, 4, 64, 150, 154
approach
, 142, 146, 150–154
assessment method
, 1, 9, 13, 139, 155, 190–192
to effectiveness
, 10–11
trending report of sensemaking data for institution
, 157