Abstract
Most colleges and universities function independently and lack the wherewithal of measuring performance areas of effectiveness, efficiency or quality. The United States Department of Education maintain a number of subsidiary organizations and external sources that provide public statistical data for analysis, yet an institutional performance output measure has not been defined, created, nor developed. At best, university rankings (from sources such as US News and World Report) have been the main source of institutional performance for decades despite researchers’ attempts to address gaps within the higher education field. These sources remain limited within their methodology and may not truly depict a thorough evaluation of a college or university.
Therefore, the purpose of this study is to identify key indicators that measure whether an institution is performing well and provides a new comprehensive institutional ranking model. Using the initial framework from the Benchmark Model of Institutional Efficiency and Effectiveness (BMIEE) with guidance from Kim Cameron’s measurement of organizational effectiveness in higher education, this study links institutional characteristics, expenditures, efficiency, and effectiveness in ways that can improve the overall performance and evaluation of institutions.
In addition, a review of US News ranking methodologies is examined based on peer-reviewed empirical research as well as the development of three E components for the new model (effectiveness, efficiency, and expenditures). The findings of this study result in a new set of institutional rankings of 4-year (public and private) colleges and universities using the new model. A statistical ranking comparison between the new model and US News rankings are investigated, showing significant differences within various classifications of institutions.
Keywords: Rankings, Evaluation, Efficiency, Effectiveness, Expenditures, Institution Performance, Colleges and Universities
","abstract_html":"<p><strong>Abstract</strong></p> <p>Most colleges and universities function independently and lack the wherewithal of measuring performance areas of effectiveness, efficiency or quality. The United States Department of Education maintain a number of subsidiary organizations and external sources that provide public statistical data for analysis, yet an institutional performance output measure has not been defined, created, nor developed. At best, university rankings (from sources such as <em>US News and World Report) </em>have been the main source of institutional performance for decades despite researchers’ attempts to address gaps within the higher education field. These sources remain limited within their methodology and may not truly depict a thorough evaluation of a college or university.</p> <p>Therefore, the purpose of this study is to identify key indicators that measure whether an institution is performing well and provides a new comprehensive institutional ranking model. Using the initial framework from the Benchmark Model of Institutional Efficiency and Effectiveness (BMIEE) with guidance from Kim Cameron’s measurement of organizational effectiveness in higher education, this study links institutional characteristics, expenditures, efficiency, and effectiveness in ways that can improve the overall performance and evaluation of institutions.</p> <p>In addition, a review of <em>US News </em>ranking methodologies is examined based on peer-reviewed empirical research as well as the development of three E components for the new model (effectiveness, efficiency, and expenditures). The findings of this study result in a new set of institutional rankings of 4-year (public and private) colleges and universities using the new model. A statistical ranking comparison between the new model and <em>US News </em>rankings are investigated, showing significant differences within various classifications of institutions.<strong></strong></p> <p><em>Keywords: Rankings, Evaluation, Efficiency, Effectiveness, Expenditures, Institution Performance, Colleges and Universities</em></p>","abstract_has_math":false,"creators":["Costley, Lucien Robert"],"institution":null,"degree_name":"PhD Higher Education Leadership, Management, Policy","degree_level":"Dissertation","degree_discipline":"Education Leadership, Management and Policy","degree_department":null,"school":null,"contributors":["Rong Chen, Ph.D.","Robert Kelchen, Ph.D.","Luke Stedrak, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-03-16T07:00:00Z","date_published":"2015-03-16T07:00:00Z","updated_at":"2026-07-24T04:32:59Z","subjects":["Rankings","Evaluation","Efficiency","Effectiveness","Expenditures","Institution Performance","College and Universities","Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.shu.edu/dissertations/2080","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rong Chen, Ph.D.","Robert Kelchen, Ph.D.","Luke Stedrak, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Costley, Lucien Robert"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-05-27T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Leadership, Management and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Higher Education Leadership, Management, Policy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Rankings","Evaluation","Efficiency","Effectiveness","Expenditures","Institution Performance","College and Universities","Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.shu.edu/dissertations/2080"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Abstract
Most colleges and universities function independently and lack the wherewithal of measuring performance areas of effectiveness, efficiency or quality. The United States Department of Education maintain a number of subsidiary organizations and external sources that provide public statistical data for analysis, yet an institutional performance output measure has not been defined, created, nor developed. At best, university rankings (from sources such as US News and World Report) have been the main source of institutional performance for decades despite researchers’ attempts to address gaps within the higher education field. These sources remain limited within their methodology and may not truly depict a thorough evaluation of a college or university.
Therefore, the purpose of this study is to identify key indicators that measure whether an institution is performing well and provides a new comprehensive institutional ranking model. Using the initial framework from the Benchmark Model of Institutional Efficiency and Effectiveness (BMIEE) with guidance from Kim Cameron’s measurement of organizational effectiveness in higher education, this study links institutional characteristics, expenditures, efficiency, and effectiveness in ways that can improve the overall performance and evaluation of institutions.
In addition, a review of US News ranking methodologies is examined based on peer-reviewed empirical research as well as the development of three E components for the new model (effectiveness, efficiency, and expenditures). The findings of this study result in a new set of institutional rankings of 4-year (public and private) colleges and universities using the new model. A statistical ranking comparison between the new model and US News rankings are investigated, showing significant differences within various classifications of institutions.
Keywords: Rankings, Evaluation, Efficiency, Effectiveness, Expenditures, Institution Performance, Colleges and Universities
"]},{"key":"dc:title","label":"Title","values":["Evaluating Colleges and Universities: A New Model for Institutional Rankings"]}]}],"canonical_facts":{"dc:contributor":["Rong Chen, Ph.D.","Robert Kelchen, Ph.D.","Luke Stedrak, Ed.D."],"dc:creator":["Costley, Lucien Robert"],"dc:date.available":["2015-05-27T07:00:00Z"],"dc:description.abstract":["Abstract
Most colleges and universities function independently and lack the wherewithal of measuring performance areas of effectiveness, efficiency or quality. The United States Department of Education maintain a number of subsidiary organizations and external sources that provide public statistical data for analysis, yet an institutional performance output measure has not been defined, created, nor developed. At best, university rankings (from sources such as US News and World Report) have been the main source of institutional performance for decades despite researchers’ attempts to address gaps within the higher education field. These sources remain limited within their methodology and may not truly depict a thorough evaluation of a college or university.
Therefore, the purpose of this study is to identify key indicators that measure whether an institution is performing well and provides a new comprehensive institutional ranking model. Using the initial framework from the Benchmark Model of Institutional Efficiency and Effectiveness (BMIEE) with guidance from Kim Cameron’s measurement of organizational effectiveness in higher education, this study links institutional characteristics, expenditures, efficiency, and effectiveness in ways that can improve the overall performance and evaluation of institutions.
In addition, a review of US News ranking methodologies is examined based on peer-reviewed empirical research as well as the development of three E components for the new model (effectiveness, efficiency, and expenditures). The findings of this study result in a new set of institutional rankings of 4-year (public and private) colleges and universities using the new model. A statistical ranking comparison between the new model and US News rankings are investigated, showing significant differences within various classifications of institutions.
Keywords: Rankings, Evaluation, Efficiency, Effectiveness, Expenditures, Institution Performance, Colleges and Universities
"],"dc:identifier":["https://scholarship.shu.edu/dissertations/2080"],"dc:subject":["Rankings","Evaluation","Efficiency","Effectiveness","Expenditures","Institution Performance","College and Universities","Educational Assessment, Evaluation, and Research","Educational Leadership","Higher Education"],"dc:title":["Evaluating Colleges and Universities: A New Model for Institutional Rankings"],"thesis:degree_discipline":["Education Leadership, Management and Policy"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["PhD Higher Education Leadership, Management, Policy"]},"updated_at":"2026-07-24T04:32:59Z"}