A behaviourally anchored rating scales approach to institutional self-assessment in higher education
Document Type
Journal article
Source Publication
Assessment and Evaluation in Higher Education
Publication Date
6-1-2000
Volume
25
Issue
2
First Page
171
Last Page
182
Publisher
Routledge
Abstract
Institutional self-assessment is considered to be a crucial quality assurance mechanism in higher education. However, the criteria employed in self-assessments tend to ignore the overall organisational effectiveness of the institution. This paper describes a study which employed the effectiveness criteria contained in the Competing Values Model of Organisational Effectiveness (Quinn & Rohrbaugh, 1981, 1983) to produce a set of organisational effectiveness self-rating scales for Hong Kong higher educational institutions. The scales were developed using the behaviourally anchored rating scales (BARS) procedure. The study produced scales which address the organisational effectiveness of an institution and appear to be a useful addition to the array of quality assurance mechanisms in higher education. The paper highlights the qualitative benefits of the scale development procedure and resulting scales and notes that the procedure could be employed, and the qualitative benefits enjoyed, in other higher educational systems.
DOI
10.1080/713611422
Print ISSN
02602938
E-ISSN
1469297X
Publisher Statement
Access to external full text or publisher's version may require subscription.
Full-text Version
Publisher’s Version
Language
English
Recommended Citation
Pounder, J. S. (2000). A behaviourally anchored rating scales approach to institutional self-assessment in higher education. Assessment and Evaluation in Higher Education, 25(2), 171-182. doi: 10.1080/713611422