Organisational self assessment in higher education tends to employ criteria which represent an implicit and untested view of institutional effectiveness. However, the Competing Values Model (Quinn & Rohrbaugh, 1981, 1983) contains effectiveness criteria which may be relevant to higher educational organisations. This paper described a Hong Kong study which examined the applicability of those criteria to higher education organisations through the development of organizational effectiveness behaviourally anchored rating scales (BARS). The analysis produced rating scales in four of the Competing Values Model’s nine effectiveness dimensions. The study raised issues relating to the assessment, and nature, of organisational effectiveness in higher education.
Pounder, J. S. (1998). Organisational self assessment in higher education: Experimenting with the competing values model and behaviourally anchored rating scales (HKIBS Working Paper Series 028-978). Retrieved from Lingnan University website: http://commons.ln.edu.hk/hkibswp/23