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Academic Leadership Journal

Abstract

The purpose of this study was not to evaluate the means or methods by which outcomes assessment and quality are being enacted in higher education, or take sides in the raging state and federal policy debate on institutional accountability and efficiency, but rather to describe the reactions, feelings, and perceptions of one particular institutions internal stakeholders to the increasingly shrill rhetoric on such topics. The present research sought to provide a voice for current faculty and administrators who will be responsible for implementing these renewed calls for assessing educational quality: specifically, their perceptions of the value, challenges, opportunities, and frustrations involved. Finding that voice meant finding an institution who was struggling to fully embrace the principles of quality and outcomes assessment.

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