How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs

Levandowski, Allan

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https://hdl.handle.net/2142/49605 Copy

Description

Title

How evaluation practice, knowledge construction, value, and social programming predict utilization of program review recommendations by community college department chairs

Author(s)

Levandowski, Allan

Issue Date

2014-05-30T16:52:05Z

Director of Research (if dissertation) or Advisor (if thesis)

Bragg, Debra D.

Doctoral Committee Chair(s)

Bragg, Debra D.

Committee Member(s)

• Hackmann, Donald G.
• Hood, Denice W.
• Baber, Lorenzo D.

Department of Study

Educ Policy, Orgzn & Leadershp

Discipline

Ed Organization and Leadership

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Program review
• program evaluation
• evaluation
• higher education
• community college
• community college program review
• Illinois Community College Board
• Illinois Community College Board program review
• evaluation practice
• knowledge construction
• values
• social programming
• utilization of evaluation results
• evaluation use
• career chair
• non-career chair
• department chair
• department head
• organizational factors
• Pearson product–moment correlations
• linear regression
• recurring themes
• independent sample t tests
• chisquare test

Abstract

This study was designed to identify the attitudes and concerns that community college chairs have about Illinois Community College Board (ICCB) Program Review. It determined whether differences existed between career and noncareer chairs’ responses on organizational factors and types of utilization, whether relationships existed within and between organizational factors and types of utilization, and whether organizational factors predicted types of utilization. The sample included the entire population of community college department chairs who were solely responsible for conducting a program review in Illinois during 2006–2007, 2007– 2008, or 2008–2009. The data analysis was structured to answer 15 research questions, with descriptive statistics, and independent sample t tests used to determine significant differences between career and noncareer department chairs. Additionally, Research Question 12 used a chisquare test to determine whether a significant difference existed between career and noncareer department chairs on utilization of program review recommendations. Pearson product–moment correlations were computed for Research Question 13 to determine relationships within and between organizational subscales and utilization subscales, and a linear regression was used to analyze Research Question 14 to determine whether the organizational subscales predicted the utilization subscales. Last, open-ended responses were analyzed to identify recurring themes for Research Question 15. The conceptual framework for this study was based on Shadish, Cook, and Leviton (1991) who identified five processes that undergird program review, which are: evaluation practice, knowledge construction, values, social programming, and utilization of evaluation results. Their theory attempted to clarify the relationships between evaluation activities and the process of evaluation and propositions pertaining to evaluation. Because no existing instrument investigated all five aspects of this theory, an instrument was created to measure the PKVS framework (evaluation practice [P], knowledge construction [K], values [V], and social programming [S]). Results using this instrumentation contributed to five conclusions: First, evaluation practice plays a role in community college program review by guiding and shaping an evaluation process designed to meet the needs of the ICCB. Second, knowledge construction results from examining the data, gathering feedback from stakeholders, and sharing what has been learned. Third, understanding trust within complex institutions such as community colleges contributes to the utilization of program review where a variety of professional climates, cultures, and standards exist. Fourth, social programming keeps programs grounded to stakeholders’ needs. Last, department chairs view utilization of program review as paramount to the success of program review as well as the programs they oversee.

Graduation Semester

2014-05

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http://hdl.handle.net/2142/49605

Copyright and License Information

Copyright 2014 Allan R. Levandowski

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