Despite assessment of student learning being essential work in higher education, a number of institutions have noted faculty could more effectively be using assessment results (Jankowski et al., 2018; Kuh et al., 2015; Metzler & Kurz, 2019; Suskie, 2014). This study applied Self-Determination Theory (SDT) as a theoretical framework to provide context for faculty behavior associated with assessment actions (Fuller et al., 2016; Ryan & Deci, 2000). Mostly quantitative data were collected via electronic survey of faculty program leaders at a single institution, National Louis University (NLU). Results indicated a significant and positive relationship suggesting an increase in meeting the collective SDT needs would be met with an increase in faculty program leaders use of assessment evidence. Implications for further research are provided, as well as recommendations for changes to be made at NLU for the betterment of faculty experience and assessment culture.
","abstract_html":"<p>Despite assessment of student learning being essential work in higher education, a number of institutions have noted faculty could more effectively be using assessment results (Jankowski et al., 2018; Kuh et al., 2015; Metzler & Kurz, 2019; Suskie, 2014). This study applied Self-Determination Theory (SDT) as a theoretical framework to provide context for faculty behavior associated with assessment actions (Fuller et al., 2016; Ryan & Deci, 2000). Mostly quantitative data were collected via electronic survey of faculty program leaders at a single institution, National Louis University (NLU). Results indicated a significant and positive relationship suggesting an increase in meeting the collective SDT needs would be met with an increase in faculty program leaders use of assessment evidence. Implications for further research are provided, as well as recommendations for changes to be made at NLU for the betterment of faculty experience and assessment culture.</p>","abstract_has_math":false,"creators":["Levy, Joseph D."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Higher Education Leadership","degree_department":null,"school":null,"contributors":["Dr. Bettyjo Bouchey"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-06-01T07:00:00Z","date_published":"2020-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:57Z","subjects":["assessment","faculty","behavior","assessment actions","Self-Determination Theory","Educational Assessment, Evaluation, and Research","Higher Education Administration","Higher Education and Teaching","Scholarship of Teaching and Learning"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/434","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Bettyjo Bouchey"]},{"key":"dc:creator","label":"Author","values":["Levy, Joseph D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-02-26T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["assessment","faculty","behavior","assessment actions","Self-Determination Theory","Educational Assessment, Evaluation, and Research","Higher Education Administration","Higher Education and Teaching","Scholarship of Teaching and Learning"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/434"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Despite assessment of student learning being essential work in higher education, a number of institutions have noted faculty could more effectively be using assessment results (Jankowski et al., 2018; Kuh et al., 2015; Metzler & Kurz, 2019; Suskie, 2014). This study applied Self-Determination Theory (SDT) as a theoretical framework to provide context for faculty behavior associated with assessment actions (Fuller et al., 2016; Ryan & Deci, 2000). Mostly quantitative data were collected via electronic survey of faculty program leaders at a single institution, National Louis University (NLU). Results indicated a significant and positive relationship suggesting an increase in meeting the collective SDT needs would be met with an increase in faculty program leaders use of assessment evidence. Implications for further research are provided, as well as recommendations for changes to be made at NLU for the betterment of faculty experience and assessment culture.
"]},{"key":"dc:title","label":"Title","values":["Self-Determination Theory and Faculty Behavior: A Quantitative Study of Faculty Leaders' Use of Assessment Evidence"]}]}],"canonical_facts":{"dc:contributor":["Dr. Bettyjo Bouchey"],"dc:creator":["Levy, Joseph D."],"dc:date.available":["2020-02-26T08:00:00Z"],"dc:description.abstract":["Despite assessment of student learning being essential work in higher education, a number of institutions have noted faculty could more effectively be using assessment results (Jankowski et al., 2018; Kuh et al., 2015; Metzler & Kurz, 2019; Suskie, 2014). This study applied Self-Determination Theory (SDT) as a theoretical framework to provide context for faculty behavior associated with assessment actions (Fuller et al., 2016; Ryan & Deci, 2000). Mostly quantitative data were collected via electronic survey of faculty program leaders at a single institution, National Louis University (NLU). Results indicated a significant and positive relationship suggesting an increase in meeting the collective SDT needs would be met with an increase in faculty program leaders use of assessment evidence. Implications for further research are provided, as well as recommendations for changes to be made at NLU for the betterment of faculty experience and assessment culture.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/434"],"dc:subject":["assessment","faculty","behavior","assessment actions","Self-Determination Theory","Educational Assessment, Evaluation, and Research","Higher Education Administration","Higher Education and Teaching","Scholarship of Teaching and Learning"],"dc:title":["Self-Determination Theory and Faculty Behavior: A Quantitative Study of Faculty Leaders' Use of Assessment Evidence"],"thesis:degree_discipline":["Higher Education Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:57Z"}