{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/79372"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/79372","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Faculty Engagement in Program Assessment in the Age of Accreditation and Other External Mandates","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Al Jaafari, Ahmed"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Jacobson, Stephen","Educational Leadership and Policy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-04-04T20:31:01Z","date_published":"2019-04-04T20:31:01Z","updated_at":"2026-07-27T19:05:16Z","subjects":["educational administration"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/79372","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jacobson, Stephen","Educational Leadership and Policy"]},{"key":"dc:creator","label":"Author","values":["Al Jaafari, Ahmed"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-04-04T20:31:01Z","2018","2019-01-06 12:04:37"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["educational administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/79372"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","External mandates have pressured higher education institutions to demonstrate evidence that students’ learning outcomes have met institutional and program goals. (Ewell, 2009; Hutchings 2010). As more and more mandates are imposed on institutions, verified students’ learning has moved from the classroom level to program and institutional levels (Banta, 2009). Because they are the only individuals who know whether students are progressing well toward learning goal, faculty were asked to provide such evidence through assessment. While faculty perceives assessment as an invaluable tool to improving teaching and learning (Ewell, 2008), faculty at large public research universities often believe that they were hired to serve their communities through research rather than teaching (Binder, Chermak, Krause, & Thacher, 2012). The goal of this study was to examine faculty perceptions and their motivations toward program assessment in the age of accreditation at one public research university. Utilizing a phenomenological qualitative method inquiry, this study examined faculty motivation toward program assessment for accreditation at one school in a major research university in New York State. This study interviewed 10 faculty members in the Graduate School of Education who involved with program assessment. The collected data from the interviews were analyzed by applying deductive and inductive analyses with Expectancy-Value theory as the theoretical framework. The results of this study showed that faculty motivation to engage in program assessment was driven by the fear of accreditation and it was generally low because they had moderate expectancy, moderate value for assessment, and high cost. More importantly, the faculty showed confidence to conduct the assessment as well as they put great efforts in it. However, the faculty faced a serious challenge during the assessment process because they did not get sufficient support from their administrators. Moreover, they did not engage in any professional development prior to conducting assessment nor did they receive any rewards. Finally, the faculty cited many barriers such as time, lack of financial support, and the absence of assessment culture as a cost which affected their engagement in assessment."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Faculty Engagement in Program Assessment in the Age of Accreditation and Other External Mandates"]}]}],"canonical_facts":{"dc:contributor":["Jacobson, Stephen","Educational Leadership and Policy"],"dc:creator":["Al Jaafari, Ahmed"],"dc:date":["2019-04-04T20:31:01Z","2018","2019-01-06 12:04:37"],"dc:description":["Ph.D.","External mandates have pressured higher education institutions to demonstrate evidence that students’ learning outcomes have met institutional and program goals. (Ewell, 2009; Hutchings 2010). As more and more mandates are imposed on institutions, verified students’ learning has moved from the classroom level to program and institutional levels (Banta, 2009). Because they are the only individuals who know whether students are progressing well toward learning goal, faculty were asked to provide such evidence through assessment. While faculty perceives assessment as an invaluable tool to improving teaching and learning (Ewell, 2008), faculty at large public research universities often believe that they were hired to serve their communities through research rather than teaching (Binder, Chermak, Krause, & Thacher, 2012). The goal of this study was to examine faculty perceptions and their motivations toward program assessment in the age of accreditation at one public research university. Utilizing a phenomenological qualitative method inquiry, this study examined faculty motivation toward program assessment for accreditation at one school in a major research university in New York State. This study interviewed 10 faculty members in the Graduate School of Education who involved with program assessment. The collected data from the interviews were analyzed by applying deductive and inductive analyses with Expectancy-Value theory as the theoretical framework. The results of this study showed that faculty motivation to engage in program assessment was driven by the fear of accreditation and it was generally low because they had moderate expectancy, moderate value for assessment, and high cost. More importantly, the faculty showed confidence to conduct the assessment as well as they put great efforts in it. However, the faculty faced a serious challenge during the assessment process because they did not get sufficient support from their administrators. Moreover, they did not engage in any professional development prior to conducting assessment nor did they receive any rewards. Finally, the faculty cited many barriers such as time, lack of financial support, and the absence of assessment culture as a cost which affected their engagement in assessment."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/79372"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["educational administration"],"dc:title":["Faculty Engagement in Program Assessment in the Age of Accreditation and Other External Mandates"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:16Z"}