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S.C.(Slc\'c)Quin tun.B.\'ur . Ed .
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Ahslr act
I'hi,rqlUI-1pr ewnlsthe nutcuutcs"f:1 researc h pr o jectwhichfocn s edon the cs.pcrtcncenfpuhlicCIlllcj.\csinassc.\_\i n~insutution uleffective ness.Thenppurcut Ile~'llfur a Cllreindic:lllJrmilla cuhere ntprocessresulted inthedevel opment nfu 1'l":llllC\I()I"I,lmscd unstukchnldcrsuus fuc uun.Publiccducutiun has multiple st:llwIHlhlers.The rkuninaut intereslnft hesp nnsn ring stak eholde r(I\OH'1"I1me n l)is d'lieiency.Thedumin a n l Inte r est uftheconsu m ingstak e holder(st u dent)is d'll'e lin tH'Ss,Thelitcru mrcreviewandtheresearchamo ngCun udkmcolle ges pruvulc suppnrtfurthecunc ep l l lm l.\t:lkeho ltle rsatisf:lctilmIsn cnrein dic a t e rnf lnxntutinnnlel"rl'cti nu ess :11111 in flu hliccnlle~ e sstudentslifetheprilll:l~'(cus to mer) stakuhnlder,The prllp nsetlfr:lml'II"IIr1. enmbhicsphilo.~ oph)·.pol icy nedproc ess wherethecxpccturlou amisutixfuetiou of(he pr-imurysta keholdersarc ueeommndatcd.The\'a lid:ll illnuf'thc rr a m cworkinclud ed assessinganti bench nJ:lrl.:in g the satisfact io nIt,\·cls
ur
studeutsanti Incu ltyinthe Busin e ssDepa rtm ent of CtarcnvttteCamp us.E:ls!er nColle!:c,TahlcnfCnnrcnr v
Ahstr:n:!.•• • • • • ••••,.•••..• • • • ••• • •.• •••• ••• ••• •• •.•• • •.••.•. .• • •.• ••ii l.lstof Tuhlcs ..•.. •. •.• • •.•. ...•.•.•. .. .•• • .•• • . • • • . ••.••. . . •. . •... .lv Ad,mO\\I,'ilI:: I'lI1enh •.•••••• ••• . .• • • •••. ••. .... .•. . .•• .• .••.. •. .•.••
lntroduc rion •••••••• •••. ••.• •• •.•.• • •.••.••••. .•••.••.•. ••.•.•.•• .•••••1 Xceds Assessmcnt.• • ••• • • ••• • • • • ••• • ••• .. • • • •••.•• •.. ..•••. •.•.•.•.•.. •. ..(
The EnvlrnnmenmlCuntext..•..• •..•• •.•• •..•... ..•...(
Thl' CollegeCon text. . ••• ••••• • • ••. •• .•.•.•. .••. ... . . ..•.• .•.H
Thci\"eedfurCI:lI"ilie:llinn . 11
'l'hcXeed furtheI'r njl'ci... ... .. . . •... ... . . ..15 l\leth lltlolo~y. .••• • ••• ••••• • •••••• •• • • • • • • • ••• • ••• •••• ••.• . ....•.••;W Ration ale •••••• • ••.• • •• •.••••.•.••• •• • • ••• •• • •••• • •.•.•• •• ••••••211 1\fl'!hodolol:."••• ••••• • • ••• • • • •••••• •••••.•••• • •••• ••.•.•. .• . •.. .•211 The Rl'sl':lrt h••.•• ••••••••••. . .•. .••• .• • •• • • • •••• • •.•• ••..•••••.21 Developme ntur lhe Framework...•.... ... •• •. . ••.• .. ••• • .• • •...l.\
Inregrat ingFrames••••• .•• • .•••..•.. •• .•• •••....•... . •••••••2] TheFra meworkr.lem c n l ~•••• ••• •..•••••••• • • • • •• •• • ••.• ••••.•••••2..(
Inst nu no na! r.rrecli\'tlless• Litera t ureRevfcw •• • • • • • •••. •.•.• .•••• • • •26 The Cunadian Perspective••... ... ... • • •.••..• • •.• •... ... ...]2 Ed ucation·A Unlqee Servlee.. . .. ... . . .. ...• • ... .•.. • . • . . . .'..(
Student-ThePri maf)'Custome r...•.• . • • • • • • . ••.• •. . .. .... ..."~ (, Es peeeaucnandSat i_~faction•••.•... .•.....••• •••• •• ......... .]H
;\1e:lsur ing:lod UcnchMa r ki n ~Satisr:lcliull.• ... •.•..• •• • . . . . .• • • ••..(11 Polit)"and Values.•• ••• ••. •... .. . ..•..• •.. •.•••• • • •. . ... ...(.l Polk)"and,\cellunt:l hilily..••..• • •.. . ...•. .•••••.•.•... .1(, Summ:lf)"of l\1:ljurl' oin ls ••••. ..•.. • •• • • • • • • ••••••.•.• ....•••••••..("
Fr:HlIl'\\ III'k,'alitl:lli" n••..•...•.. .. . .•... •..••... ... .... . ...5(•
TheFramewo rk.•••• •• • . • • • ••• ••• •• • •••
References...• .•• • ••• ••• • •••• •...
•• •SH ..72 Appendices••.• • •• • ••••••••• ••. •• ••..•••• •• • •••• ••• • • •.••. • . •.•• • • • • ••7"
iii
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TaMeI Sun'e~'Summ;Il~· ...•... • •• •. . •••••.••••• .•. ..•••. 3J Ta h!1.:2 The CU\lfllIIl·rsurElJllc:lliun...•• •.••.•.•.• • ••.••••.•.••• 37 TableJ Slakl"llllitlusintheBril i\ i1 Cillu lilhiaCollc~cS~ stc rn..•. .,••.,. 3H Ta ble'" ('..nllcrl in ;.:turbcFru mewur k..."••.••.,., •••...••...••••51
iv
Aek lllm !l'dl-:I'lIll'lIIS
The~lJ i tl:1I11' C:1111.1usslstnncc nfl'lr-,HruccShqlpanl.I'rU;t'l"tSIlPl· l.,. i~ U1".;1I1t1 Dr.Jean Hrewn,Fa~'IIII}'uf Edur rnion•.\lc llInrill l l1niH'rsit}"an'~ra ldll l1~
Culcs-Huylcy,C:llllllUSuud An'aDtr ccrur:LII".-,"Reid,()lI:llit},Cousuluuu,mulEll Lu ndriga n,St:lli.'lidal1,East er nCOIIt'J,:l',for their ,Hh-il"l'anti:lssisl <\lIt't' with tht' rcscurch undvalidntinn.
The sUI::mrtufEustcrnCnllq.\t·und access Inlh~'Jlrllft'"~.~ill n:,1dt'\'dIlJlIllClll prugrumfur nmn:lgclIIentperso n n elwerecrhtc ultuthe.m ccessfu lc lIllIplctillllIIfthis pr oj ect.
The au t hn rIll' th isreportisrue Cam pus;1IIt!Area Uir-n:lnr!l f('loln' II\·ilk Campus.Ensrcr nCulle:,:eofAp p lietlAr ts.Teclll llllugr:11111Cllllti llllillj..\ Educnuun nmla membe ru]"Ihe Cullegcma na geme n t11,':1111. Cta r cnvtnc(':u upusW:IS the valtdauo nsite furthe lnsntu riunu lEffectivenessFr :u lll'wllfkde\'l.'llI l ,~,. Jhythis proj ect .
Intr od ucti uu
The lIfe.\ eri pti venatur eHfeducation III ulllevetsis esta blis hed inhistor)' anti rrnotueu.IIhashccn lindcontin uesfu heslJ m c l h i n~designedantideliveredb~'a fewfurthc many.IIsounds likc u mass-r nurk ctc d produ cthUIisinfuct aservice whichuntiln' cellll~'husheenthe dnmuinof puhlicins litu liuns.Educarhmhasbeen preserih etltnfulfill eus tndial,social, economicandremcdlu! functionsntnn indiviclual andl-:lnlm lscale. Yet.the Iuilure I" uchlcvc sncln-ec nn omicI;oals lindthe irrelevanc y nf pruarums:11111serviceslitpub lic uulvcrsitlcsandcottcacsarc le,~elld a '1·.
Flitmnr etlumIIdccnde thedcb.ucuruu nd th eeffectivenessan deHieien e)'of puhlic schun lsamlcull('~esIl:ISIntcnstrl cd.In 1982.N:lshiltobserved thnttod ar' s cducutiensySll'lll--lheonesomerefo r merswan ttoelevat e(0 aIC\'('1 ofcxcctt cncc-.
W:I.~nevermC:III(til serve the needs(Iftndu v'sinformation socie ty; itwascustom- mudeInfil l he iutlusl l'i:11suetety-cutimewhe nitma desense tutreatevery one lhc sume .III 19H(I.Dennison:lII tiGllll:ll;hcr st a tedthat "strongpublic sup portfor educmtouillCnun uac un no longerbe takenforgr a n t ed,.. the ta xpay erstill insi st s thl'l'eisnor~Umdl' lI tvisiblereturn Oil thisinvestme n t"(p.-I).In 1995Denutscn in aI'l'\'ic \\'ufCuuu dlun collegesobserved th n r"pro\'inc i:11govern m entminis er ies uppeurIIIbefl'll.~t l·:III'dhyu perceived~:l Pbetweencolleges asugc ms
or
sec to- ecnuumicCh:1I11:,C:Intlcnlle ACS :ISedu eatlonnlinstitutions"(p.2-11).rills "":1111C fllrmuncy" 1'1""Slll'I'lin'ul"Illl'varjnussl ;ll,l'Iw h h'rscunriuucsIII he rclcvnut inIlltl a~" 'Senvirunmcnt.However. Ihl'-vutuefn r Illnm'Y"lH'n'\'jJlillllllf theinstitu te's primary st al,ehnhlcr--t hcstuth' nt--is :11"'11rclevuutrhuuuh nllt:!h1y
CIIUl'lU dl'S Ih:ll nutruly !;U11111l'chclIs in'nmls~'sh'I11a li c[l('tl H SStil':H' I'n ll nl:1 hi1iI~'h:., beentest edinCuuuda."The reasunis fnh-lyclenr•.\ccuu u la hi1ity isluth c eyeof thcstukehuld cr'[p,Hl~,
Thisrcp urtfllCIISI'Snnthecunccp t IIfassl'ssinAinslillllillual(ll·l"l'm·III;UlcCin puhlic colleges ill Canada. Thechntlcnge" :ISIII nluccim t iln !illlmll lCl"furl l1:lIl1'c concept swithindefined parameterswhichprumuteinterp rerathmlliHIc1:.rif~' exp ectatlon..-\s crenuun sofJ:!()\'Crnmenl, puhliccllllc~esar cuccuuntubtc tothe vnr-inuspuhlicswhi ch tile)'serve. The reis.however, eunsiderublcctlnfusinu:11",u1 thenatureof instltutienu lcrfccth"cncss;that is,\\"hal"slum lrl he llU':l.sun·dan dlmw.
Thisiscumpoundedbythe'":I~nlllciesIIf interpr-etujiun nmlthein l c rC l)l1 ne c t etl l1C~ ~ of conceptslik ecfficien(:~",lICCUunl;lhi lily ,excellencelInd IIU;llity.(;ellcrally,there is lackof(:tl n s(, l1s u ~onwhatwou ldcunstnutcII cur-e intlil':lIC1rIIf inslilulillll lli effective ness.
ThroUAh:.lthortluJ,:h fttc nuurereview :llIdresearch:1I11lJn A pUh liccII IICI~CSill Canad a,lhisrepo r t cstuhlishcstluuthere issupJlurtfllr"slakchllidc rs:ltisf;.e tiull:I.S:' cn r e iud ic;lt o ro f ins litulin mllcffeet i\"cn ess.Thcinslilu tiu nalcffecti""ncss framework which thisreportPWPOS('SisIwsedfinth is rese arc hllllll t he experience ufcnllegcs:ltthereAional,prnvincia] umrnutfnnal Ievcl,
Pagej
In 110lrticlllar.lhc l'l rH'r il'ncc ofFnstemColkl: c whh rhecvoluucnand den.II :l ioli IIf PII\I-\CCllnd:tI')'euueauen in i\'c"fou ndl:l ml prcvtdes contextand l:nlun d i n ~,Thisi~usedIIIillu\lral cthelmpnrtan ce IIfmbsfon and mandatein CSI:lhlishi ll~CSpl'1,'I:ll illll,Whill'these ennstuu te the ha"bufrhe officia l 1;0;\15nfthc lIr~:lIIi/:ltilln.ilisIIl1li('ywhichIra n,\I:II('5ure uffici:11AlmbInto upcr:llh'cAO:lb ,
WlmlallUlWlIIiull ioll~:I~Sitwill dll«(lffici;l ll:oal.~ )und whatit act ua lly does (nll('nlli\,cl:1I:1 1~):1(('uftcn illconrltct. nissati sfacl ionwith the servi ceisanoutco me IIfinCIJIIl:rIlCIICehct wcenufficiul and Ilpcnlli,'cAU:1I,~.This iswhyperceptionbased UIIc\p<'ri!:llcewith theservleeis :1nllid indicato r ofeffective ness.
lfllcn'iccllUlllit~':1011cvccltc nccurc nfflcinlAoahandvulues expressed in the missionnfthe (1Il1eAc,lhenpolicy,resource..anda~\css m enlhan'tohe alig nedin supportClr lh (~e\":IIIIC".Ilealvalues arc opcrativcvstucs.Anassess mentoflhe t:ffccl innessIIf :ln tnstnu tton in makingitsIIffid:tl!:uals and vu luesopera tive requiresthepe~(K(li \'euf l hos ewhoInterface"jlh Iheerga nlza nu n;.I(the opcr:lli,'e h'''CI.In theease ofpuhliceollel:e~.111bIs tile)l~tlent .
TllisreportsU~l:edsthut education is asen'ice where thestudent isthe prim:l!')'stal;d lllitler nndcustomcr-,Theinslitu l ionnlerrcenvenessrram ework whichisIlrupllSl'dunifiesmandute,missiun,rcsnurces,Jlolicy andassess m ent to cuublc,~I:lkelw hlers:ltisf:ll'tinn In he utili/,cdns IIcure indicates-of Insumtlnnnt effecnvcncss.
Thr Em"imn nl('ntal ('1l0 'f\t
theIlost-ser uml:!r)"system in]\ellfu lln d lolll dnmlLabe-mlur,Tin'la tt"!'.resll'"Ue 'l .ri nl:, W:ISannnu ncedh~"the,\Iillisltr ofEdueatiunenApril2".11)')(,.Thisfllllu\l't'tl :lIu l eonflrrncd(;ll\crnmcnl'sIntcntlun III replac eIhesph' ulIIfrel:,inna l l·1I111'I:,..:Swilh nneprll\"ind :.lrnlleJ.\csyslelllunuou ne crl nn.111111'(',I'J"5,
The1986 rcnrgnnlzntlunmaintaincuuIhn'I'-l i":"":11S~'SII'1UIl fIIm l-H'I'nu lI;,I}
ed uca rin nhut moved thecClllr;IIl~"cont r utle d\"uclllinU:11sci u lUl.~In:, s)"sh'lIluf community cullc!.:l')withrCJ.\ iun :r1J.\o" e rn :.tlln',The1')')11 rl'lIrl:,alli'.:rlimt..:rcOII..:IIa tWII-linedsystem b)'c..n~nli d :.l i nJ.ltheprnviueialio~til lli l'sa011rlllUlllllllil)'rlllll·I:,...S
IntofinC.'ulh:ges o(:rpplicdarts.ledtn lllol:)'amtcont in llinJ.\1'lllIralillll,TheI"'H,
reo~:miz:tl ioneli mina led th erive~ion :rleIJIIcJ.\"ill Iavuur-IIf nneIlru\'iocia l collcJte wit h aecn tra lilcd:rdmini~lra li(l Il,
This det ::lil cofinsl:lhil il~'docs11111ren t clprllJ.\rl'ssin".ill fur llltdrha nJ.lc withinasinJ.lIII:1I'philo~ophicaldumain.Ib UII'r,itaJlr eanIII("lInrtheent ire spectrumofor~an il:lI i o n;lll h eoryund lIl:tn "J.\cmcnlpmcuecClcurfy,the I:.tol rcorgnnlznt fnnhasun"el flc te ncy"uricntlllilllllllatupp vnrsIIIbeareturnII.lhe (Ir e- IIJSf,eraIlf ~~ n lra li:llliinn
IIr
puwcr and"ul hllrit~,nt Ihec\pell"~c"r
cmpnwer mc nt lin daute numy,Canadt nncullcv.udidnut.an d dll nut.determintlhdr uwu Iatc,Thty.
areI"r ot!Ut lli orh istlll') ", and politic"l .s'ldoCdltur al.econo mic,and educa tion alimr er nlh'esI'unv c r !tl'd III n:sullinlhdr1'I't':lt illn.In tlte
Page 5 prlJl,T.\ \ufllt~irdevelopment.vartous gruup sImposedtheir values upuucnIlCj.\l'\.(;lu 'ernmenl \ .inpar lieul:lr, liS Ihemajurspn nsors of IIl1~ cnfl<.-!~~id eu, huve ulwnysheld ala rgesta ke in dcrermtnln a wh a t IIIC)'.dlall he :1IIt!hun'they shnll undertaketheir missinn. (Denn isio n,
!99S.p. 17rJj
Itis nul knuwnIIIlhispui:1twtuuthe.1I:1I111aleant!majur-polk)'dir ect io nsof tIn'IICWcullege\)·~telllwillhe. TII<.- WhilePeper-IJlIj'usl-Secn ntl;,r yEducation, Euualin;EHh'"liP' ;ulI fFw cll l'J\n" .\rnst - S~'Clmtlil O'F!lucation'll''' cntlafllr the .f.!!.1..urr,Newfuuudlan d Department ofEducation(1990)proposedth r ee major 11OIicydin:ctinlls:
EIIUlllity: npenInstl tu tl ona.cxp u n de d purtlclpatlnnrates.
Excellence: highest sta n d a r dsofte aching,research ,curricu lumand
Effidcncy: reduc edupllcarlun, eco nomies ofsellIe, und prjurltyfund ing.
Thecolleges' respo nse to theseenvlrnumentulinfluen ccs waslargely struetnml.",\ lloca lingscarce resourcescombine sImlhst r uctura l and politit a l con s ld crn nons-decid ingwhere resuurccswillbestfurtherth e missionof tile lIrAaniz:lt iunwhile liimu ll:me ou sly finding ways to slltisf)'importa ntconstit ue nts"
(Ilnlmanall tlll~'li l.)991,p••'36).Thenon-st ru ctu r alissues,pnrtleularlythose relatedCocffl'l'linlll'ss,were o\"crlouk cd asthe c..lleges mnvcd to evolve a common admillistra tinIrnmewnrk withinwhirhtheinterestsof theWhite Papercould be tli.~cussl·tl.The finCollegesof Applied Arts. Technologyand ContinuingEduc a t ion l'l'llfl·.'l ·nh'dh~thl'j\\'wfnUllt.ll:lntlanti Lnbrudor- Cojlcgc ExecutiveNetwork (NLC EN) actedonthe assumptlnn that-crrtcfcnctcsmustbe achievedand
l'l'ui reeleutn cnhnnccn'~ uu rc .~ s ,faeiliticsandpr" Uralll s ,lh ~'nUh'''I1l\'hdn U11 1I 'l li t~·
exp eri en ceforstude n ts,wh ilellmi nl ainill ~ rC~i (l llal~Un'rll,lII Cl' 'l"~ukc~'t'1Cl11l'1l1ill the pust- secn mlury str uc tureuf'rhc pruvruee"(NLCEi'O.1')<':". 11,Jl,
ltscc ms ur marcut fr om r"l"l'IIIJ,:(IHrn I1lC lIlp uh lic:lliuns'lIIdl:lskfnl"Cl' reports thntthe cnllslr Ul'lsofexcellence,d'li cil'IlC~''1II11cffl·l· ti \'l' lH' ~;"Snrc1lII'I;l\":llm's inedueu t ln un lmlmiuis trutiun "hill':lIItll l1lJ III ~'is alIlct:l\'lIhl\'ill rq : illll:llslIl'in- cceno mlcdcvclupmcnt.Educ:lliullundsucto- cconumtc 11,'\ 'cIIII1l1l1'1I1arc lntcrdcpon de ntarul in this cnn text therelevance "fa ]Iu hlkCIl[ It'J.:~'·sIIruJ.:rams.
serv icesanti uu mtuist rnnve nm cnc csbecomeseril icn linil.~.sur\'ira ltl>cn n isllll , 1995) ,
The"assu m p ticn"tlml emc tenc tesarc possih le inareuil>n:llJ.:UHI·II:IIJCI' str uc t u re(nu ton nmy] isonet"i n~,butca nquality aruleffecttvcness hellI:1illlain c ll withou t rcglonuluutuncmy" Ca llpuhliccnl1cJ,:cs"tl\lthe l"iJ.:hl lh in v,s,t'iJ.:h("ill:1 tra d tt innnl , cen tr-allycontrolle daJ millisl l"a lh'cst r llcl llrc'!
TheGover nmentofNewru u ntlhln uundLabradorStn lll'J.:ic Ec nullmi eI'tan.
"Chan ge :lOU Chuuc ngc"{J992).ident ifiedtheneed toImpruvelhl' llmllil)'uf ins t r uc tio n,prngrn ms unrlcd uca uonatservices.This, andthe need III develop InnovatlvcW:l~'Storcspun dtutherequir-eme nts elfcus tome rs,nddrcssrhc cmc l"j,:cnc c orcom pc uuon Irnm pr inlt ecullc~es,ulilil e dalllandInvolvemor e clll(ll n)'I'csin the decis ion-makin gprucc.~ swer e :111lns tr u -u e nt nlin1'.'l::lmilliuJ,:Innuvnnvc mcthol' s III manug eEnsrer nColleJ,:c,
Page7 Inrvvpuuvvlolh", :"CIJre" u n "illlhl'l·lIllel.:e· ~e xrcrnnl Clllir 'Ullmelltund afte r
Ea, rl'!'l1Cullel'ead u pted amudclha~ CIInutherr inci pJc~undpracr iccsofTufal () u;lIily,\ larWl.!ellll·lllbee1\111U'lIIlh:.\)in II hilltilassur ecnntmuuusImpruve ment, ljU:llily:lIll l l'ffl·l·l in nl's, . ,\el·unlillj.!IIIBrandl (I!)!):!),-Hr,Ih' llIiu j.!'swur-kllpplics l'll'\l'rynrg:tlli/;Ililill in the lIud t!'Itapplies til cur-po nuions,univerxiricx,servic e url':lui/.:tt illns,cnuutries,r:llllilies,lind ecr t uinlytilsch ools.Dcmtn u'swork provide s :1l;Ulll'l'PIU:11frutncwnr-kfurulHkr~t;lI1 t1ill~:mysvsrcm"(p , 2S).
rite rcl:ll ill1lslrilJbetweenmanugcment prac t ice und lnstltut innul Ilc r fm'IlIaIll'eisdfrcct .llulm :1IlandDcul(tl) !)l)conte n d thur"effect ive companics vncuurug vuudrcward nutunnmylindcnt r cp n' lIeu rship"(p.~~2 ). Inst itut ional Ill'rl"unu:m cc cun abuheaffl'etetlhyenviro n mcn ru lru ctorsundextcmulinfluence s linorl'ani l: tt iulI:11uutouomy(ArIUTis.1')6 .4.p,L!3) ,ItIsdifficultfuran IIrl':ttliza l iull lli mainta in(Illalitrperf orman ceifitdocsnotexerctsea reasennble tll'I'n 'Cofcumr nlover itstlc.~lin~·ur if cff'!'.: ieneyprcvutlsat thcexpe ns e uf l'ff t' l'linll CSS(Uulm:1lI~IIIlJ))..:11.1991.pp,~2 0- 3.42).
SYlllhl' ~is(Ifj\l:ljllrI'u inl s
1.1 Srrucrur ulchnuueisviewedb~'tncscill authority:IStheprimary ,nlu t iunl ll ur ,,::llliJ.:ltillna l pro h lcms ,
1.2 rill' snucru rat frame per spectiveispurtlculurty applic:lhlc10 lIrj!ani / lltinnalefficiencyundcnn difiu ns
or
scurcc resou rce s.l'a p: ~
1..1 Puhficcullc~cs11:1'1'no Ikfl'lH'C:1t::lin~ lllllldnwn.~trll CI Il I'~ I l"h :ln ~t' whenlhl'~'eunn ot1I I'IlIl,n~lI':lh'Iluhlic~tl P Jl n r lfur:11111.s1;tlit'h" lth' r sat is f:lc liUIl \l il hlh cSI'n il' Clhl'Y lll·n\ ilh'.
Tht'CIlIII'''I'(''"nlt' \1
In .IuncIl) l)J.lh e :\lilli sl, 'rufEclut';llin nfur"'ellIuundlurnlundLulnudnr fill'!with Clllll'gt'BII:lnl Ch;lirsnndPrcsidents:1IIc1 I"l'ci lles ll'dIh:11 insl illltimwi Ic :u lt'rs,len'lullu jnintucunust r a l cj.!,~'furIIU'('nllt-~ese d o raillll'tiutilll'l'e:lsin~the cfficiellcynfthesyslel1l.Inrcspnnsctutbeoutccur csnrunillllellelltl"ut"lI nsli lti Jl~
processfocused011UflllIll·ltmilit,.sfurinereu scd efficiencyin the :II"l':I.Snflillallec:11111 adminisrrutlon,theXcwfuundlnurl andLuhradur Cnllq':l'Executive NClwurk (NLCEN)mnde thisassurtlon.
Colle~esnre clien tservice org:lni1.:lIiuns rharopcrutc murc:11111I1Il1n' In n 111:Ir1,;etecon tun y,Cu olinu ing ch:lIIgcsin the 1lIllllcs,mclh ml s ami amounts offina n ci al suppor t .especiallyIrum theFeder nl Covcmmunt.urefurdng:lrespnnse tluu nmkesItclear that cnllcues arc publicsectora~cncieswithu busin esssector mandate.Iflh c instttuuousarc to succeedin thismore eumpetltlve envtrunment.Hiey will haveIcJbecome"businesslikc" inlIul\"the~'upcru te.ThecClllq~es have :Iln'; ll lycommenced the prul'es.sIIfreview:llId renewal,Inurder to do so cffec lh' c1)',Iheymust he gh'cn:1clear-mandutcrrnm Covernrnuntandth cn must he held accountable,withsuccess nr Iailure dete rminedonthehasi.~uf~m'crnmcntexta b lis hc d inclie:ltors ur outcumes.(NL C F.N, l 'J'J5,nn-21·22)
Xewfuundlnnd collegesnrc nulUn illtlein cXJllurill1.\nud mlullt ing IIlca mtil"
self-assessment.Studiescnnduct edin xcvcrul pru\'i nec.scunlirmllmluvatuathmuud aceoun tuhillt y Issuesarc seriousand Cunnda-wide illscupcfUenn isnnund G:1I1lll-\lll'r,19H(,),A conscrvnrlve:Ipp rmlehtIl puhlic c:\pend it u res hlls fn..ccd
P3ge 9 l:1,llq':l:SI" hl·\.:illI..illl l'l l: II1~'l\ tS~ ~I C Illmudcls ililen d cdtopr-ovidcfccdbue k on instillll iulla Jdrccli \'l: n1.'~ s(l)e n llisnn[l)l)5 ) .
IIisuotdifficutttu rtnd lucr utu rcwhich:lsslIl.'i:lles uccuun m bilfry withterms SlIl:h :I S"dlicic nI:Y,""effectlve ncss,""excellence," "successful,"nnd"quality"
(:\slin.[')'15;t'amcrun,1,)71i;Dennis on,1')')5;1'01\'I<Iw.1995;Krech,19'H;Petersl'i.:
\\ 'al en ll:llI,I'JH2.nuhill:Irl I,I'>')J : Sa llis.IlJlJJ ).Theseterm sureoftcn used inl1.'r rlt:lIIl!.C:lhlyinmany cases:I.StlWlIl.:hthcy reprcsem thcsame conce pt.
"Q u:l lil~'"hasl:llclyfulluwcd"excellence" frumthecorporurcwor ldinto post- sccuml:lf)' lustltuttonsthroughout NorthAme rica.
Theissue(If'I u a l i t~'incdueutlon nt institutiunsresidesin the same lJrl.::lI1i.._atin ll:! II~i[icuaseffectivene ss.Alt houJ.;l.Drucker (I973) contendsthat qualitytscnuccr uedwith"linin gthethingri~ht"and dfecth'enessis concer ned wil h "t1uiul!.th l·ril!.htl hing,"burh ofthes e conceptspresent acommoneh:allcnge ; Ih:1I i.s.tllCy'hUlhlendtn takewhat is:1hi~h l}'complexphe nomen o nand represen t ilin:lnlsl[y simpliliel.lm:lnn er.
Cont r :II'Y'tn the effective "successful" schools'movemen t,Total Quality I\1:III :I ~~emcnt(T Q i\I) h:ISmade usWllyin to thepost-second aryins titutio ns more remlil)'than thcS1.'CUI1L1ilf)·schools. AppendixApruvidcslinexam pleor lhe :ljlplic:lliulluI"HJ,\11uaIltl ~l ·sc ctlnd a,)'Insrttuunn.Wher eTQ:\Iispra ctic ed, rhcre nrcI.:r(l\\'il1 ~indic a tionsth a twhatis c\·nh·in\.:isnotqualityin cd ucat ionbut (IUalily' inelluc:llinll:lladmlnistrat lo u(Seymuur,1991).Th is rna)'he parti ally
oc cnuutedfo rhythe Irudifiuna]ruleIIf:lIllT1 i n i ~ l nl li() 1Iwhic ht~' l1 d sInfUCIIS UII munngcm cn t fllnetiu llsliSnppns edtelcudcrchlp (lIu w di teh:lIlt l llu nlln, 1" '14).
ThereIs cuns iderahleiI'ClIl~'in the upproachIIfl'tlm':lti n ll alinst i llltiulls 10TQ :'II.Whil e therhcmr lc ofTQ;\1 calls Imlilly furll:lnuli~1IIshin s, restructuringnnd drnnuuic change,\\ilh :Ifewnnl:lh ll' ,' u l'llt iuIlS(l'.~, Spnnbuue r-1992),edu catlnn nl pract il in ners nfTQMshi rtill\'l'''~
timidways.Seymou r- (I'J'JI.11.II)found,fu rCXlllllIlil' ,th:ll tlll'lin mostcomm on uppt tcaurmsofTQi\ 1in lhe 22pinnt'e rin ~inslituli ulls wereill I'q ;i Sl l'lllinnpr() ccdul·c.~.lII :l ildlstrtbu tinu, I,h y si cal maintenanc e,cons tr u et tenan drellHltlclin ~prnj eclsallli 1l:l"l'UII.
(Cro ss, 199 J,p.Hi)
A murc likdyrensunfor thisphenome na1\:IS to do wit h"he n d '1ll:,r1dll~":11111 mC:lsurin g theim pro vement proees s, :I practice whic h ismucheasier:u·culll illis ht'li in the nnn -acudcmicnxpectsnf«lucu tlonn l:ld m inis tr: lt inn.
Just:IS "benc h",:Irkill~"an dscicn tificmethodsarcIuudamc n tu ltilIhe TQJ\1philus()ph~·."nrg:lllil.a Ciolmlcffc~li\'C nessisacentralcn nc epr in orgunizatlu nulresearch"(Hoyand Mlskcl,1'191.p.J1.').III th e CUllh':\ lo f cd ucu ncn uloq;::ln il.alions,hothTQ i\1antieffec li\"ClIcss arealllhi~unusilllllCllllil1~
and illmeasu rement .
Effecti,'cn"ssishutlatheupcx nnd ubyssilloq .;:mi/,ati nlllli rcse such,It is theupcxbecau se :, 11theor iesIIfor\::an il.:rti u n and :ul m inistr at j,'e prac tic es arcultim at el yaitu ed:Itid cntif~'inJ::andflrntlucill~effectiv e perfo r mance.IIisanah~'s sbecau sellilvalidtheertcs uf orJ;a n i:f.a t i o n:lI~·frect i nmcssc:lbtand nu lisillfc r ilcria"lIS e \'Crhnll for mu late drluuiscit h erncc cssarvorsnffi cie n t flll'e\'llln :ltin gthe ceuccpt . (Cameron,19H4,cuedby111I~·;Illd;\liskcl, I'll)I, p.J7J J Bn th Tola l Quatttyi\1an:l~e lll e n landinsl il llli 1ll1:l1effect i\'C lIes~requ lru the develo pme ntor1Islm retlvision,a cn m mun Frnm cwur-k andthewilltoinvestthetime undreso u r ces 10ma keit:111 work.1I0II'c\'Cr,the,'i.~i fl llof: 1"quality"im tit u t ion
Page II amlan"cffecrlvc" instituttonarenot the same. LcsnkundSci~linno(199-1)saythai whileIhel'e art~iffc1'l'ncc.~"taken:ISa whole, these twonppr-ouchcs(0 nr~lll1iJ:lIliunaleffectiveness can hemadetoreinforce each ol her", whenmol ded intuacohesiveIrnmewur-k where theslrtngths ofea ch arcused" (p•2).Whilethe TQ;\I11hi lll~II Jlh y!·CIIUkc.suuumumyand par ticlpatlun, thefocus un effectiveness requiresascnsit iYilyfutheapparent connicthctwecnneenuntabilityand autonomy.
"IImust he rccll/.:ui/.CUIIHIC:maccounrantutyrcgim etha t sunsnesthenarrow intercstsuf uneOT twusta k chohleTs may wellpresenta dange r10reasonable autnntuuy" (C:Ih;ldi:mCumprchcuslvcAuditingFoundation,Repor-ton Effeclin'lIl'SSin Cottcgesundl nstftures,1993,p. 8),
Thereis :dsllanother-danger whichpresentsa ehnllcngefur-public sch ools andclIlleges;that is, thepe rception or quality and/orcrrccuvcncssbasednot on cvperlcuc c butnnthei nterprctationor dat:l.l\'owhe reisthts more clearlyHlustratcd thanin thisprovince'spost-secondaryexp erience.'Vllatis expectedof public CllltCI:.CSllhd hnw cun the achievement ofthescgoalsbe bestmeasure dand cemmu nicuted? Collcl:.es, likeorganrzatto ns,genera lly arccon trived socialsystems undvsnciulsystCl1U arcunc hnrcdinthe:Il1itudes,perccptlons, belief s,motivations, hahits :IIIlJcspcenutensofhunmnbeings" (Klitz andKahn,1966,p.33) and"sodety istherefore the:11'lll''' llriatc Innneufrcfcr cn cefor the eveluunonof organizational effl'clinllcss·' (p .S%).
I';l~",I~
Clemm ...rCl9'J1l;"Hrl~IhalMlI...in~ ;tll~-Ih i nl:nll,,:rthanCUS1<lll1l·r-pen-cin·t1
productslhal missthe marl.- c Hiden tincffeClin m'30stl' .C.~).InIlllhlkcull l'l:\"!i,lhis wnu ldM thee1Iuind"'nlnfl!.rad uali n~hil!.l,lyskilled tr u d ..."'lle-rsIIIlSfurjuhslhal ,Il>
nutexist Thisi" su pp l:Me-dbyGutllric:IlJd Rel'd(I'I'JI) \\111Iar~uc111:11••...md c"...~- Inr-itsownMIk e:h:l~Iittkmeani l1~M(p.27),IIi",relt"";ln lIIlIlrillIhe ennle ,-tIIf or~aniJ.:l tiomilnut...orueswhicharevaluedumlwhichcanhemeasured ;11111 under -steed, Tileth:llIc lI~eis10placeinstlnuiunn lper fll rm:lIIt'e cu nrq Jtswhhln definedpar um etcrs\\'h ieh promlilcinh.'rj lrfl :llinnandd:lr ifr t"' p CI'I:ltioli.The Inslit utional F.ffcclh'c ncssFr-arnewm-k ,lI-n·lnpl.'llhrlhi",prlljr...t:ltlalre"''''"·...llli''' chnllenge.
~~
II I' uhliel;olle~C5us-e...ballc "~cd h~the lIel.'lltu demu lI...trat e o.:rr« lh·e andrfli cir nl n-sponsrlolhrn prttationIOl:tnd:lh.·) lIfl hcSIIUn\U rillJ:
stakehIIIder(go\' crnmen I)'
2.2 Anorga n iulion almooddnil:ned fur "'l uaJil)'""t:I)'nlll in ihe-If ensure effectiveness.
TheNccdfnrChriO('Ilr jnn
Fewtuw(1995)contendsthat cullel.:cscu nsitlerIhl.'ll1sd\'esdislinc l ,CVl'lI :lmullJ;other in slitulionsnfhi~hered uculen.C;riflilhand C:unnu r(19""' )warn Ihul this distineteducarinn ul~plemis rhreutoncdho.:causcilsu lTCnifro lll:l wholeseri es
Page 13 ufpublicam ipruf~"inmIJmbu mh-r s t;tndin;..:snndmispcrcept tonsthatmeasur etts fum'linlls,ils achievcmeuts, nndthe successIIfits stude nt shy sm ndnr ds whichdo not~rlll l}'.This W:I,Sdenmnst rutcd recently inNewfou ndl: llld whenthe i\li llistcrof Edlll':lliull ' S ,-iewsaligned wi t hthose"ft lleAmliturGenera lin hcrcrt t iclsms or fluhliel'ull l'gcs, Theenlll'gcshadIll)defense III thec1mrAcufin cfli ciencythurwas gi"'~l1newlifeumltliffercntme:ll1in~
h "
thei\linhl cr andxuhs cqucnn ythepuhlie.i\llIrcslll'l"i lic a ll~',theAudit or Cenerul's Rcpur t(1995) indicatc cJ thatat E;l sleTnColk~cstu d ent scrvtccs co stmore nnd mlmlnlstr stlvc services cost les sthan
inlillylithercolleges .Dnesthisme anthat th eCollege is effective hutnot eme ie n t;
th:ltis111"It\'iricstlUal ily servic es but isnoraccnuntabte?wha tdocsit rncnn for IIt h erco llc gcs'! Theprehlcmfor eoll e!:eswhoure ch a lleng ed and respo nd tothe tasknfinst il utioJlal assessmentisthatdesp ite the extensivelitc entureon the sub j ect IHIc1l'nr de li lliliullSofnsscssmc nr,quali l}'or efrceti\"cn esscxlst,Insp i el' nf thb.
therenppcur stohewide ncc cp tan-cofthe termseve n th oughtherare usedina
\':lTiCI~'nl'Sl'I1H'San d in II\'arie l)'of cuntexts(Dennison1995). This hadledAlfred :lDd Kretdu (llJ91)to eeecludc tha t cf fceuvcnessissit uat ionalan dconte xtspecific andjhatthcrcisno definiti on orset of measu r esunivcrsally accepta b le toall l·ullcI;CS.
Thl' r c isulsu:111lmpnrram distin ctionbetweenin dicat orsfur institutio n al 1ll:1l1:l!-:I'lIll'1I1nudsvstcmmd tcarors.lndlcutorsnstoolsforac cn untn b illty tothe IHlhlil'orruI;lll'l'l'n mcn i Ill'l ·t..!nulIll"theSlim eas thos e fur cnllcgcma nage men t.
"' Ve mustehlrif~'these111'0concept stoensurethat thetrepid atio nwilhwhichwe
l'agcl4 tr:ldiCionali}':Ip p rnachpuldieaccfl u n la h i li l~'doc s lIoI ICliSC..-nllur;Ihililf IIImake gooduseofpc r fonn;l n c:cindicators:1JIOfll~rllrinsliluli"n:11man:1r.l"n1tnlalld l"b.ang e "(Roh illanJ,1993,po38 ).
Asignifi ca ntpariur lhepro blemal icnatureo(lnslilu liOlml:1~~sln enlin eollc~csi'the"a slaffa :)"of lcfm~lindddint n:ls~liIlei aled"'lIbtheIl r~cl icc,The mostcommon("'Uinuscandmis useIn cludedf('('lin nl'ss,:lt tllun tabilil)'.
dlicicne)',qunllry,andbenchmarking,FurIheIl urllt'SCS"fthispaper,thl' followingdefin itions of theseter mshavebeenf[lrll111 h,tcdfrllmrhc litCrllt u re revie w,
£f!ectil'emss(indica/ors)-measu r e iftheinstitut iun is:lchi e ,'i ll~itsspl'Cili e missionamltheutlr nl.1an luper-at ive gO:11sllAduhjettin~s ;Ilmt b.dClio~theri~hl thiog. This ishothaqunlltativeandu quautitnfiveI'rllCCSSellmhi n i n~fllel:lnll value intheconlinuuusmeasureme ntlindhenc hm:l rkill~I'roees s.
Accom tlnhilil)'(imIiCfllOrs).ml':ls ureifthein~lit litiulli'lfis clltl)'rcslJlIn'lihle and how itlivesup tousmanda teandthetl(lec b liQn'lofsiakeh ultit n.Thilli' largel yaquan titali\'cdat a I:athc ringandrrpo rl ingprnc cS'I"hichistime- referenced,
Efficiellcy (i/fflica lon)-measurethecostoflll:linin~Il:i"c n1;0:11:Indhew thereSOUfCl'SarcuSl'd tolIhtui n lhcdestredrt!iUll'I:Ihul!s,lllecmil/benefitralio incu r redin pursuit ofthesegoa ls.This islall: etY::llqU:lnlitali\'ct.I:lt:l I::I lhc ri n~ll nl1 rtl'orcing pr u eus\\'hiehi'llim c-refc:r l'nc:w,
QI/Qlily(imilcato l"S).measuretheellenltowllieh lhein,~l il u tHIOIt<:hic:'',",, eusremer eafisfuctionhyuningthingsrig htlliclin flimc . uaupn/cessh:lSed lln sd ent ifil' me t hodondco nnnu o u simprovcmen t.Ills Ihesourceuf terms lIf referencelindhenehma rk ing.
Bellc""'rlfkillg(imficaIO,.,f) 'estll hlilhter-msIIfreferencefor lithe r per fo rmanceindielilors.IIsee ks10nn swertileerilieullJuc~l iun"mfcc:livellc.ls ccmpu rcd10what?"Itenableslnstltutiunaleffcctin:ncss U'l:ac1111n~cm:an:l!:clllc n t 1001.
Page15 Wilhthe,~cdcfinitiun sin place,"thereis still11lacko( cla ri ty.,.about who/whll, ishcinl: measur edand (orwhom" (H o pkins and Leask,1989,p.9).There is nu simpleli n k betweeninputs nmloutputsin education.Efficiencyand dfcctivenc,~srequiredifferentin dicator s.
Theprocessofid entifyin glind adopting realistic,effectiveperformance lndtcutcrswill takeconsiderabletime and dfBrt;butitis snmethi ngwhic h urglmizlilions suchliS collegesneed to do. Thisneedrcn ecb theevolutioncf manugcmcnepra cticeincnllegc s,therole of policy inte r ms ofvalue andexpectatio n andtheroleofcolleges as humanservice organizationswithsocial/econo m ic
S)'nlhesjsof Mgjor plljnts
3.1 Thereis gcneTIIIconfusionabou t thedclinition,measurement anti interprcttl tion of perrormn neeindicators .
3.2 Effecth'cn essindicators arc managementtools wh ic h arc inslilutionnllyspecific.
Tltt' Nt'l,tIfor 1IIeI'rojcet
The c,'olutilmof:Idmini s tmlive thoughtbasnothad a progressiveimpact on processand practiceincducllt ionlll administration in Newfound land.The Trcsjan lUltl TrembleU (1985)stud}'of policydcvejcpmcntby Newfoundland sch o olboards concludedtha t thisinvestigationof Newfuundlandschoo l boardpolicymaking has revealedthat policydeeisinns curre ntlyderivefroma"cl osedsy s tems" source.The recen t(19lJ6)"reu ru ct nrlug"experien ce oreollegesind icalts th a l liUlchaschanged
Pnge\(1
ineducattnnul udministr at lon inthis province since19H5.In tbiscnvircnme nrthe relationship betweenpulley,processes lindoutcomesremainsnnspccilie anti unexa mined : "A situation reminiscent of'uneurlfcrcrnwhen in the 19611sumlCllrl)'
19711spolicy usually expected littlcmorelimnpracticeIIc1i\'crcll ..•"(nll~'d,1991).
Thepresumption thaicollegesC:IIIeffect sOl:hllund ecnnnmfechangeis haH'l1 ontheheliefll::..'the connection betweeneducational(lulie)':lIu1 llradiccislIired--n belief which docs notcoincid e with practice.However, inrcspnnse to demandsfor grea te ruecountability,effeeli\'eness lind effleicncy,shiftsarc w: eurrinJl;illpolicylin d
practiceto reflectthecentralpu rposeof theschoolorr;lInizulilln-.st udc llt learni llj,t (Callahan,1962).Consequent ly,writers such lISBlIpl(1991)cunclutle tlmfIIcllnl m l featureof theparadigm shiftin our fieldlsa movement fmm a c1nsl't1system.
process-orientedendrolc-husedapproachto:1IIopensystem, outcomeorien ted, goal-basedapproach.
Wheth er collegesinthisprovince wereor arc openor cfnsedsystems is situationaland dehatable;however, th e)' lireformalnrg a n i'l a ! ijm,~midSeb:n ick (1948) conten dsthatthe "Iormalurganizutfonisthestructu ralexpressionof rlltionlll action"which"neversucceeds in conquering the lion-rationaldlmcnskms nf crganlzarto na !behaviou r"(I"114).Criticsofthe Ingienl plIsiti\'ists 'philosop byof sciencewouldsupport this view and arguethatthe npplicatkm "f qul lnt ita live researc h meth ods-such as thosedeploye d til assess Instltutiunalpcnormance-ru a socialscience like cducnrlon ispretenti ou s; thaiis,it neversucceeds incoml uer inj,t
Page 17
"lheirrctlucihJ)"[udgcmenta landsubjective components found innilsocinlsciences res earc h" (Clink&Campbe ll, 1979,p.92),
All houg henlieges liresocialsystemsan ti have aninterd epende n t relationship with their environment,ruefeed bac kloopus u ally conveysa garbledmessage ab out whatsociety expectscotlcgesto do. Th isis because "the proh lemsofschool ing over laplithersocialcomlitions,largelybecause the educational, pelltic al end ccon nmicsystems intcr mcsh"(Rubi n, 1984,p.8).For examp le,the con nection betwee neducatio nandeconomicdevelop men tusual lytrans latesto upoli tical lmp cr a uvcthatcolleges mus tchange theirwa)'s,Thispreoccupa tionwith economics illustrates tim!"as socictalcondit io nsshift,educa tio nal poli ci csfluct uate be t weenc(lntnldicto..,',hutequally vulued helief'(Ruhin,1984,p. 8).
Reb er t Drown,ChairmanlindCEOofl'rlceWalCrllOuse (1996) putsItthis wa y:
Yet nnuther- ha rshreal ity fa cingedu catorslindemployers inCanada istheperceivedlack ofneeo u n tahil itythrougho utourschoolsystem.
We need conti nuous,compnrnbteinfor mation onstudent per formance; we needto know whet herrelevanteducat ionalgoalsarc beinumet;andwe need to know Ihnttile goatshavebeen set and lIehie\'ed inrelalionto theneeds of a g!obalized,highl)'- interdependcn t(and com petiti ve) technologicalinforma tion-based society.Thlsmean s that ccrmln key clements must be inplace ifthe effect ivenessofCanada'sschoolsystemsarc to be efreeth'cl)' measured.(pp.6-8)
"T he reis apllucil)' ofpuhlis heddebate respectingaccountab ilityinthe communityceucge sector" (Denniso n 1995. p,24G).However, a conserva tive approachto puhlie expenditu res ha s forced collegesto beginto imp leme ntsyste m
models intende d toprovidefeedbac k on lnstitutlon u!effectiveness(nl' nlli~ on1'.N5).
Aswell,colleges have beenforcedtodcvcjopmeansofsclf-:lssessllll"ntheforc externalassessmentsnrclmposed uponthem(Fnwlew 1995).The Amcrlcn n AssociationofCollegcs(1994)claims tlmt
A Ccltegc withuutumod el ur'llrescrilJlinn'rorcnccnvcnossIms expericnccddllflcult y in presentingitshest 1"1Iseto polie)'IlIlIke rsnt theslate,regional , and nuticnotlcvctsIIcir cumstnneethathas cneourngcd policy makersIn issuewhle-rnnging,ofteneonfus ill!:
aecuuntnblfity mand atesofthcir ow n.Par tiesinteres tedin effectivenessoncampus. in ccmmunttlcs,in stalecnpitats,and in poli cyarenasneed a bette rwayCo focustheireffortsif so me dllril)'is to bebrought tothe institutioll\llcrrceuvencssissue.(p.12)
The outco mesofthis projectwillheir10 develepa pulicyfranll:wlIrk tll:lt will shinesom eli ~ h lin thedarkcornersoflhis"orl!.tllli:r.:ltion:lllIhys s":11I(( :Issis ta public Newfoundlandcollegetn developcoherent stnllcl!.iesfill'me;lSlll'in~its effectiv eness. Th isis significantbecause «from an evahmtlon viewpoint.ef fic iencyis Imper tnn thul effecrlvcnessisvilal"(Plunl,ctt&Attner.19 HfI,p,1(,).W.Edw:u'lls Deming war ns , _.
Itis possih leand in factfairlyeasyforlUIorgllnLmtionto go tlownh ill an doutof business makingthe wro nt:productorofferingthe wrung
~'f'1'of lien' ice,even thougheveryone in the 0fJ.::IniJ,ationper forms with devo tio n,em ployingstatisticalmeth odslind eve rylitherlaid that can buostcfficiency. (citedbyClem mer,1'J1J2.p.M)
Itmustheunderstoodthuteffectivenesscannnthe measuredwith1Iyardstick designedto measureefficiency.However, Insututlo nalerrccuvencssitsclfst antl,~in direneed of a coreindicator .
Page19 Syn1fJcshn[ M:l jor Poin ts
4.1 Whenappmprhuemodel sMehlt;: king, lldm inislru (ors(urnto quan tifiab lefactorssuch:ISenr o llmentsandexpend itures.A framewor kisneededforassessingeffective nesswhich is specificto the collegeandit:mission.
4.2 Consens usisne ed edllmo ngthe vnelnussta keholdersconcern ingwhat constitu tesacoreindicat o r ofeffectivenessincollegesendhowlhat relates10policyand pro cess.
Mctlwdo lo~y
ThcrafionulcfOTthis prujcctnndthe developmentuf:llIinsl itlltinmll effectiven ess frameworkfor EasternCollege arc busctlrmthe researcher's supported ohservntlnns (Dennison ,1995; Fowlow,1995; NLC r.N, 1995) tlnu
(a ) In:1J1iecolleges arc clientser-viceurJ,::In i/.:llilillSthat 1I111'r:ltcill :I cumpennvc market economy.
(b) thereiscurrentlj-agre atdc:ll of culll lllcxil)"0111I1cnnfnsiunahuu t asse ssment of perfurmance in cnllq;cs.
(c) the applicationofqua ntita tive dntn-drlvenImrleaturx 10 asucial setenecllke educationis pretentious.
(d ) oh j cetiw indiceslire not sing ul:uly:lllplic:lhlcill:lsSl'ssill~.~ e n'icc qualityandeffectiveness.
(c) as a functinnalarea of'udminlstrnuun1II1l1:1cempnnent nflIIi.~sillll development andimlllcmcntalion,policy guntesthe urJ,:lllli1',lltiunill theueluevcmcntof its m:ljurfunctionsnnd~nllis.
It"'lIS unriciputcdthat qualltntlve supportfor the framework cnnccpt would be ennfirmetl inthe research aml thut institutinnaleffectiven essillpubliccullcgcs could he praclieall)'undndequatclyassessed,henchml lrketl:lIltiimprovedby utilizingst:lkeho ltlen:ltisf:lclion policieswhichfocus entheperceptionund expectati on of theinstitution 'scustomers.
Thisproject did nol attempt toe.~l:lhl ishor determinethrflu~hquantltativc researchifthere is a relationshi p between custnmur Sillisflictinn andins tiluti"n:!1
Page::!:l
rffcdin n~\.IIuuemptedtnlindsU(lpurtfortheconceptin the uistingliteratur e, in curren t pr:lclir e inbuxtncss and in publiecllllc~esinCanada. ApJlendix U t1cscrilu:sIheresearcherrurtcunducted:Im n n~Canadiancctlegcs,
Themclhndnlo~yinvolved nninle" rati\'Candpluralistic upprnac h which inl'lndetl:Is/ledslIflhetjlwlitali\'c,qunnthurire lIno critical/nnr m:lti\"crcseurch I'llnt lli~ms.Thi_~euubled theincluxiun "f hbtorie:11t'ireu msta nccs,politica l
"Thesolutiunsfo reducaCion:J1 prohlemseannu l heoffered:Ip:!rlfrom theeonle ll in
"11k':~ue hJlruh 'cmsoccur"(p.J).
~
I{CSC:ll"l i.furflu-prujcctincluded
AInerur u ren'\'icwpl:rla iuingto.,r~alli1.atj ona leffective nes s, AxearchufElt lC documentsc(ln(crni n~the expcrtencellfcollegesin thellnilcdSiaiesand Canada.
Areview of insl ilutional erf«tinncssmod els inpublic colle gesin C:ln:lJa.
Areviewnf managementpracticeillbusinesscon cernin gTQM, service tllllllil)' andcustomersa ttsra cuon.
Meelin A'"lindin tervie wswithcollegeofficia lsinNewfoundlandanti Luhradn r,
Pagc.22 Theexte ntlindnatureuf'thepractice in Cauadutseu lJl'~l'senuhluuthe deter minedfrnmtheliterlll urc. "!\Iu chIIfwhat has hccn writtenn'specti ll~thenun- unlvc rslty sectoris ennfinedtoin~litlltillnsintheUnitedSt:lles"(\'itCllh~'Ill'lIn i.so n, 19:.5,p.169),Therefore,a1II11i!cutsun'e~'questhmuulreW:IS disll'iblll ctl t ll lllll' hundredand twcn ty-nvccnlle!-\esin tenI'rll\'inl'('~'AllurelIIclllhl' rsufthe Associatiun"fCamlll i:mCom munityColleges (ACCC),SI'eAJl(leIHlix
n.
Thepurpose ufthesurveyWIIS
(1I) Tildeter mine thenature. extent uud Jlercep tiollIIfCUll:IlIi:UIellllel.:l's conccmtnath eir invulvcmcnt in instit ut iona lc1'fectinlll'ssnclh'it)"
{h] To determine the acceptance of cnstnmcrs:!lisfaetiu nax:11Iind icat tlr ofinstitutillnaldfecti\'enes.samu nI.:C:lllad i:llIcullcl.:es, Fifty-onecollegesp:lr ti cip:llcd in the surve ynf 125,n:sllitilll.:ill u retur nrate of 41 percent.OIlCpr ovince im'nl\'inl.:32 tlUcstillllllllircs did nut partl cipute .llat:1 amllysis was performed usilll.:theSta t islic:l l l'llck:l~efor Suda )Sciences (SI'SS).
Indexscor es weretnb ufutcd for eucheolll'l.\cresponse,Forthepur puse nflhis surve y.u bench mur-k uvernge(mcun) of3,20was CSI:lh li.shcd,Inde xes above this averagewere identifi ed lisa posltlvelndicat lnnufsuppurtfurthe conceptor contb-mauonoructlvtty.
Page23
Develop me ntof theFr:lmework
Intel'[JllinrFrames
Develo pmen to( thisFramewo r k forIns titut ional Effectiveness was fnffuenccdby the workof Unlm:ln andDeal (1991).Inthei rattem ptto makesense ofcl rg n ni1. :llioll_~theyintroducedfour basiclens esfororj::>Iniza tionu lanalysis_the struct uralframe,thehuman reso ur ce frame,the political frameand thesymbolfc frame.301m:mlindDeal(l99t)point toresea r ch{Rou er,1982;Lynn,198~.Peters andWater m a n,1982) whtchsuggesls thut organiz:lliom lleffective nessis related to theahilit), 10integrat e :1Odlise multiple fram es (pp.320•342). "The simulta neous existenceofmultipl erenllue softe nlee dsto misunderstandingundcon flict when itlllivhlila is us c differe ntpcrsp ceuvcs(0framethesa meevent"{p,322).
wuhourrhe benefitofanlntcgratt ngframework,itis not diffieull for Intern al stakeholderstolos e sightofthepurpose (If theorganization.Sen-icc enusultantandauthorKarlAlhree htwrote:"Sometimes the customeris(he only llOl'whosel'sthe hig pictu re•••eachspecialisthashisorherarmsarou ndone leg of Illl'c!ellhlln(; only th e customersees thewholeelephant"(citcl linClemmer,1992, p.39).
S"nl hcsjsnfMa;or Pojnts
5.1 OrAanizat ionswhic hrely solelyon the struc turalframearc likelyto beless effect ive.Effectiveorgunizat io nsrequireamultiplefram e perspective.
TheFrameworkF.lem!'nl~
TheInstituti onalEffecth'c nesJIFru mewerk which thisn'IH1rtllrujllI.wsistill' intendednutcumc ofthisproj ect.Essenlililly,theFram cwu rkenablesstal.c1H1 ldrr (cus tomer) satisfactionasII coreindicator of insIii utiunaI cffcctivc ucsx.It re prese nts, incom hinatio n,the outcomesof thepruject[ese.l[ ch,theIit\1[:llu [I' reviewandcourpfeme ntsthe qUlllit)·principlesandIlract in 'slllre; u1r in1,1:11.'1,':11 EasternCollege.This fusion pr ovidesuninte~[:I1i,"emudcl whichslwws au interuett vereluttonsh lpbetween mumlnte,mission.policy,resourcesamlassessment.
Itincludes theconceptsofnecoun tab iliry, efficiency:Indeffcctin nessin thecontext ofexpectationandsnnsfuctlnn. TheFrumcwe rfincurpurates u"cnnlinunu s improvementloop"wherethcassessmentnfslItisf:lctinnisrefcr-eneed eo c:\pecllltillll
;(1:,hidtoensure servic e qUlllity;tha t is,10"ensureth:1tIIU:llil)'is lll\\"a)'sdennell in termsof l hecusto merper cept ions"(Peters .19H7,citedby Sallis,199.1,fl.HI ).
Themajor clements intheIrumewerk develope d hy Iheuuthnrnndtheir rl'l:itionshi pareItraphicallyiIIustraled inAPPl'l1tli:a:Clant!:11'1.'defined asfnllllws:
MANDA TE (Iubl ie institutionsnrc crcauonsofgo\·...nml·ntslind legislation.TheCllllege'sAct definesthe st..ucnu-c, mode of governance.respnn sibilities landthe gene..nl .sodo/economiccxpecterhm nf Ihe nrg:m it.:ll iun.
MISSION Themissionstatement interpretsthe mandateasIIII' visionandOrnCil11goals oflhcIlq~:m izll l illD.IIshould repre senttheinterpretation of the mundnte hythe inter nal nnd exter nalstllkchfJlde rswithinIheCllllcltc',s opera tinl;envirnnmcnflha tis,itreflectstheir expect ation"ftheorgllnizution.
Page2S l'OLle y A policy isl\~uioeli neforactionwhleh operattonatizes
the mandate,missionundgoalsoftheorgan ization and regu lat estheprovtston ofits services . Itisthe essential dynamiclinka~ebetweenol'ganizationlllgoals and custom er setisfac ttu n.
l~ f~'iOUllCF.S Theseuretheenahli ngentitleswh ich mustheallocat ed, ndmin bt cred und consu med inordertoepcratinnalize theserv ice.It representsthecnstofqualit),servtce but isnol its soledeterminant.
ASSESSMENTThe effectivenessof the instit ution in meetin gthe expectation ofits customers andstakeholders is measu red in term s of their satisfaction wnh theservice provid ed. Thisinformationis used to guidechangemanag ement,benc hm a rkservicequali ty and facilitate conti nuousImprovement.
Thefocusnn mission{expectation} andstakeholder(sa tisfactio n)ca rrieswith ilsevern!conseq uencesforpublic colleges.Firs t,itreq u ires thedevelopme ntofa shnrcd visiunbetween thosewho IIlI"e the responsibility togover nand regulat e (polic)·)the uffuirsoftheinstit utionund those whoprovid etheservice. Thatis, stak eholde rs should know whati~expectedand howitistohe achievedwiththe resources pruvhled,Sl'clJnd,itrequiresacommon insthutiona!effectiveness Iramewur knnd11disciplinedappro:lchwithinwhic hth e interestsofallstakeholder s ClIOhc usscsscd.Third , itrequ ir estheeolta bo rat lvewilltomoveforward an d make itworkrecugnizingthat an efficiencyregimen tha tsati sfiesthe narrow inter ests of oneertwostakeholdersmaywellpresentadanger to effectiveness.
Itmusthe acknowledg ed thatdissat isfactionwithpublic serv iceinstit ut ions whose:mcchnn irm slireubsolescent for Ihe missiontheypurport toserve cons tit utes t1issntis f:letinn with pulk )'.Thereasonforthis isthutpolicyrepr esentsthe
I'ng~':!6
rcgulaliYemcchanumsfor thetllIil)' opcranon"f institutio nsIIUIitreq uires the in ttgrntionofresourceIand ('lOlic)'inor tler tn:u: hin't:l(lurpnl\efulofl;:lniuliun (lloyandMiskel. 1991,['1.30-1).
Policies canserve tofacili tateorga niJ.alinn al llrtleeSsl'Sundhelpthe organiza tion10aebteveIrsminionamI~(Ial\.rlllicies ca nalsodefine and~llith~the ['In l\' isio n nfsen ;iccsinsuehaWII )'thatqualit yand dft;'eti",'!U'sscanhe cont inuouslyimproved."Furthermor e,;lllh uu ~hI)ulic)'hdps sha petheeh:lt :lch'ruf theresourceandexec u t ive functl nns,resour cesIUI"Call"'111111 11)'Impurtautimpllel onpolicies,and execut ioncanlea dto effeeth'elr uplcmen tnt lunufpo lk )'IIrcan un der mineits"cT)'existence.Ifencc,thcIuuctienulllre:ISnf:lIllic)', rCSllUrCl'S:11111 exeeuticnarcInterde pendent"(Litchfield.IIJS(j.p,22).
6.1 I'olicyopern lio nalrl.csmand ate.mission ;lndresourceallllc:l1inn, delinesexpectationand facilitatesthe;ISM:SSlllelltprlll:eo;s.
'm 1it ut ionalEITrcliyt' nt;ss. 1jt uj!lure n.M'jt W
Thecurr entin terestinorganizationa l(ins titutional) cfTectinncs'lisnulIlC'"
andit isnotunique to educatio n.Much1\;,'1beenwritte nahoutthc t;'ffiti cllt;11111 effective cpcrattonelforgonizat ionsin (mlhthe ru hlieand 11Ti":ltcsectorsfllroll,rc thenIIh~ndredyears,
ner on:
theeffectivenessof puhllesectored ueerioncan he understo od.itisnceessaryto discussin more Itene rlli le rms111I:flr cti eal app rlHlC:hes toorganizationalerreeuvenes. "w uheutalhellrcliulmod elas:J~uide.ilisPagc 27
imflllssihie IIIslale thulline~ehoolismorecrteeuveIhananother. or 10saytha t:&
~ivenindiea lu risa measureufeffeC:l h'encss"(lloylind Miskel,199 1, p.375).
"ikethee\'olutinnnfm a najtcm entandorgani1.:ttionalthecry,
"or,: an i/..:ltillnaleffccli\'cnesshasevolvedfromthe'onebestway aflproaeh es ofthe e1llssie:11andncoel:lssicul InuJilions10the'il uJldepends'orientationcrthe cllnliuJ:cl1CY:'11:111111'" (IJuwdi lchandBueno,19 9~ ,fl.J~J).Thesewritersettc Camero n (l9K7)\\'11Cn IheySll ~ ~e slth:lt there fire fourmnin, unilnr)' approa chesto C\·:tl u ll t i n ~ nr~:lllb.lltio n :lleffectiveness(p.3.13):
gO:11accompli shment
system resuuree
internalpre cesses nndope r nfinns str:lte ~i c eonsl i t u enci es
TheIssu es aro und the goalaltainmen tmodel ha\"C beenreviewe dbywriters hkcCumcro n, 1978:Cam pbell,1987;Etzioni,1'J 6~ ;Kanl cr&lJr inkem off,1 981;
Steers, 19H5;and Yuchtmun&Seash ore, 1967. Thismodelfocu seson nra;:miLatillna luutput- the organizat ion is effectivetothe C1lenfit meetsits urjt:m iLatio n:III;Ollls.
The s)'stemresour cemodel oforg:l nil.:ll iunn lcrrectlvencss hasbeenreviewed hywrttcrsttkeCamcm e,1978: Camp bell, 19M7;Cnndnum nndPenn ings,1977;
IInll,1972; Kirchhoff, 1977;Scott,1977;greers,1988;Yucht rnnn&Seashore,1967.
This mod el focusesnnorg:lnizaliona l Inp ut -theorganil.:ltioniseffect iveto the nteDt thai itcanacq uire theresources needed10 ac( olnplishitsgoals.
l'ngcZ~
Integrat ionund expansionofthegoalnndthe ,,}'slclIls resou rc emudds hare been attempt edby severaltheorists ind utlinJ.:Cump hell, 19M7,Goodm an L'\:
Pennin gs, 1977;Steers, 198H.1I0}'&i\tis kcJ (1991)cnntcm lIImt in ortl L'rttl unders tand organiz ationa leffective ness theintegra tedmudel"musthe l'XIl:lluletito include three llUtliliuna lcharacterist ics -a time dlmcnsfnn, multi ple cunstituencies and multiple crite ria"[p,379).Thisexpendedmodelincludes theilltl'rOlllllrut·t's.~
andoperations andthe stra tegicccestftucncies persp ectivesprupuscdII}'Bowdi tch und Buono(199-1)and adds thefour func tionsofa sucialsystem itl"nlili ellII}' Parsons(1960)asmultiple operativeguals for org:lllilJltiulIs.
FromIIsomewhat differ entperspective,Steers(JlmH)emuendx that orgu nizntio nulcffccfire ncssisinfluencedhyfuur-majurur~:lIIil.:l ti t HI:I I characteris tics[p,33):
(i) Org:m iz:ltinn al charactc rlsncssuehas struct ure alltllcchlltllul!J' (ii) Envir onmental c1mracterist ies,such:ISecnnemlc:IIIlImurkct
conditions
(iii) Em ployee chara cteri s tics,such;I.~jnhperfur mance:ulll juh utrnch ment
(iv) Ma nager ia lpoliciesanti prac tices
1\10re recently writerssuchasDcl'r ee,19H9;Fujlan, 1992 ;Peters, 19X2;
Scnge, I990antiothers point to leaders hi pandcu ltureas crtticn lfactorsin success fulschoo lsand in achievin J;organi ,mli onal crfccelveucsslindexcellencein busin ess.
Page 29
Thisinp u l pers pect fvecontrasls wilhoutcome indiea lorresearch relatedto the"'(Irk(,fJ'a ulf_Molt(1972).llis lndn ofrercci,·l't!Organizational f.rreeli,'encu"'hieb intt !:ra testhe goat-systemresourcemodel isbasedonasingle indical or~pcrecplinn.Mlllleen efudesthat"subj ectlveevalua unns•••provide a fairlyvalid measur eufurgaoi7.alion:1Ieffecuv encss"(c:iled bylIoy&Miskel,1991, p. 3,),).
hitpossibleIhal thevastarray of iodie:!tors,quuntlt at lve assessments and envir n nmen tulSCllOSClIOhefocused andreflectedin line,'alue·~sl1tisraclion ?
Yueh trnunundSeashure(1967)su!:gcst thai "organir:a1ionuleffectivenessmusthe concernedwilli:11leastthreerevelsofan lilysis.Thelevel nftheenviro nment,the levelof thesocialOf'l;nnla lionas a system,and the h:\'CJof tlie subsyste m{human particip ants)" (p.89 1).
Tbi\ multip le.eonstihlenc)·viewisclosetothaiof~uc hautho rsasBarnard (I'J3H),Gl'orgiuri(1973)and Keeley (1978).Kec le~·(1978)dra ws00Daro :Jrd' s parlicipanl-satidactionmodclinwhichtheworth ofunorg :mizalionis assessed 1IlrllUI:II"theah ility uflhesystem to malntalnilselfh)'retu r ning humanbenefitin 5uffidenl degreeto induce part icip ation"(citedbyConnelly,Conlon&Deutsch, II)XII,p.354).
The uscof custom ersatisfaetfnn (perception ofquality) questionnaires is
hemmingan impnrt anttoolinNorth Americanbusinessformeasur ing o~a niZ:llion :l.1servleequnlityandefreeuven css inmeenng customerrequirements.
Ueeenll}',lhc:rehasbeenIIdesiretoutilizemort' subj eenveorsoft measur es as
Page30 per cep tions ofquality.Thesemeasur esarc sortbecause 1In')'focustinperceptions nndatti tudes rutherth un mor eeoue reteobjective eritcri: \.Itisetten lIeCeSSlll')'tn usc thesemeasu resbecauseobj ect ive indic eslirenot allp licllhleill:Isscssil\j.\Ille qualityof sen'ices[Hayes, 1992.p.2).
However, areview crntc ra tu re indicat esthatwh ilethereis someconsensus amongthetheori stsabnut fheconcept ofo~:mi1.:ltillnlllcrfectivenessnud thc relevantindic:lw rsthereisno evidence ofamodelwhich wur ks well in:111siltl:l l i n ll_~
(llellnison,1995).This is pa rtic ula rlytrue for pnst-seco ndaryedue nthmn l institutionswhere NlId c:IU,Do nald,Konr:LCI,Lnvaign cL"ioLUI' CllUIl(tt)I13)rl'I!"rh: d fill dingoverSOOitemsrelate d to(Iunlit)'nntlexcellence. Aftcr:m exten sivereview ofthe literatur e,Dennison,1995,(liecqnntes aecflllllt:lhilil)' withcffCl'l h'l'IIl"\'~) concludedthat
there mustbcumeetin g ofthc mindsinorde rto dctermmejus twluu theprimm) 'pu rp osesofcolleges areand•••todetermin ejusthnw their achie vementsmaybeclear ly measu red. Un Iiithis isdone , demonst rlltingaccountability(dfcetinncss)willremaina'missiull impossible .' (p. 2-41)
The everullgoalufIheproj ect researchWIiStheiden tifiellli,,"ufucure indieurerwhich could pruvideamuchneededfocusforthe Inslil utiolllil Effectivenes s Fra mewor kand couldheused hylillypublicctlll c ~c.The first obje ct h 'CO wastoreduc ea comp lex urrnyof models,indicators and mcthudsin lhc effectiveness ar enaintoa single indicat or.The Americ anAssocia tio n ofCommu nily Colleges(199-4)hasstated thatcharacteristi csimpor ta nt Ieracore indicator:Ire gene r nljza bffltyacrossinsti tutions,caseoflindefficiency of use, relevan ceto the com mu nity,college missionsandlJiignificllllCc to multiplecustome rs(p.6). The
Page 31
outcomeIJf lhi'processwas theidenl ifica tion orstak eholdersatisfactionasacore indicatorofinstitutinnaleffectivenessin public cencges,
Theestablis hment ofa coreindica toris critica l tosimplifyingandguidi ng theresearchfunctionassociatedwith institutio nal effectiveness. As She ppa rd(1993) poinboul, ":1prim:ary difficu lty",ilbschooleffecttve ness researchhasbeenthe measuremen tIIferrectivencss"(p.12).Madaus, Air:uianand Kcllagh an(1980) eapllcntcthe com plexity oflhisissuewhenIhey stale
Itislmpnsslbletoenum eratenil thepossib leoutcomeswhichschoo ls ca nproduce•..Whenaresearch ersets outtostudyaprocessas comp licated asschooling,he orshe isracedImmedlntelywith cnnsteulntswhich necessit atesim plifyingtheprocessin ordertomak e reseurchrnnihle.Inpractice,these constraintsusu allydictatethe inveslig.ltionoraIimiled nu mherof importantcharaeter tstiesand the omission ofIIlhenwhichmay etsoherelevant. Researchstudies can nel'crtc(l ~stntthe richn ess amicom(ll('xity ofrcaIiI)',bu tinstc:ld must all'lrac'orsim(llifyitby sdcctingasmall"umb erofvariables forstudy.(p.15)
ASynlhr:<j, nfMajnrPoint",
7.1 ThcInslilulionalr.rrtetiveneuFra meworkde\'elo (ledhythe autho r inteJ:r:ttcsthe four main:lpproachcs(theories)toevaluating organiza tionaleffccflveness,
7.2 The estahllshmen tefacureIndicatorillcritical 10 simplifJ ingand guidingtheresearchfundionassoci ated with lnstlrutton al effective ness.
7.3 TheAmeri can Association of ComntunityCcncgcshasidentili ed stake holdersatisf:lttionasa coreindiea tnrof ins titulionlll effectivenessinpebuecctleges,
The Cana dia n PC[Snr rfh'C
Inorde rtoobta in IIII,'perspec tiveOfC: lUlldhlUpuhllccolleges,IIsll~'e}'WIIS conducted an d thefollowingkeypoin ts WCI'C extn illol:llr tl From thesurveyr...sults (Tnhle l).
Them:ljori ty ofcolleges h;I"C:1fo rumlrequi reme ntforaSSl'lilii llJ.\
effec tivenesslinduecountahillty. Howe ver, unl)' 31111cree ntrcpnrtthe adolltionofamodel andthe completion of an assessment .Few colleges (14% )practi ceTQl\1or have resources dedicat edttl meas uring andbenc hm;lrkin gqUllli ty.
Colleges(76%)gencra llyseethems elvesasc1ient-se n'icc organizations Ihat ope rate inamarke t economy.Nincty-e iv,h l percent felttha t studen tsarc the collcv,cs'prlmary customers . Colleg es(98 % ) believe tbnttbc slilisf:lct inli levelsof s ltul cnl s ;lnd exter-na lstake ho ldersarcindiclllllrsufinstilulillnal.:rfccli vcllc ss.
The rewas gen e ra lsUPllClrl(S"'Y-, )for the nolin" thatpcr ceptlnuIlf servicequa lity is a goodintl ica tor IIfcustomers:llis fac lilllland IIml cust om er satisfaetic n questlouuuirea areapproprf utcassessme n ttuuls inpost-secon dary educu tinn.
This persp ecti ve of Cana dm nColleges[Table I) is critica ltoinfnr miol;Ihe developmentojthcFra meworkfor lns n tut inna lEffective ness, whichthis repn rt prop oses.Itprov idesa"system "poinl ofview andindicatescnnsensuxnnthe conce p tsImp nrt nn tto th e proje ct.He weve r,perferrnanee(mllOa~cmell l)indieatu rs arc"hig hly instit u te spcet nc"(Lang, 1993 , p.24) and mustbe appliedanti interp re tedwith inthatframewo rk .
TableI SURVEY SUMMARY
Page))
Nil. Question Mean ~3.2 5 :!:3.25
I Then'rel,or tlng neclluntnlllllly.i, nfor mal (nUrnnl)u'lu;remcnl for mensuringnnd 3.56 V"
,
TI,ere!.lafnrm~t(internal)nqulrementfarmeasuringlind 3.S8 V..repcrueg errceuveness.
J Anillslltll l ln n ~ 1~rr~cl ive nessmadel llll!beena(topled. 3.03 N.
,
Ancomp leted ,in'lltu l ion ~lcrrecl iveness n.uessmenttln,h~ e n 2.'111 N.s l\Iea su rln~ l nsl ltllll oll althrIJlannlDg nnd d tanJ;rmanagr mrn leffeClh' rnr5S isllr nccss.nn lnlegr n!par i of 3.S1 V"
6 ~:~e:~II~:~:~::~~'J' :~~~~~~~lltIlUonnleffecllvrnm, ",Imt 2.94 N.
,
:1~~~I:W.':l~~8:[:~rmnnccreport sarebased lar gelyon 3.S8 V",
ThetenetslIlIdproressfSof qualitymnnllgemenl (TQI\I)nre 2.64 N.l,nr tl••d,
,
;~:~:.~ ~:r~l~ng~tersdediul ed 10 mensurin g quallt)'and 1,72 N.10 Aehlevemrnt ofilleCollq :emission isllelerm incdh)'II 3.02 N.
fnrmnlevnlullti"nl'ro.~n,
"
Slude nlsnretbeColleg"'I',i marycuslomen. 4,56 V"u rnu~I~~nt:~~~l:rc.su~~~,~~~enlsft','i... arglln;1.:lI;nllSIha . opera te 3.'.18 V"
13 Cuslomerslll isr~.ll nn wnu hlhtannd cqu a te ; n ditala rornv. rallln.li lulinnalcrr. ellvcneu. 3.61 V"
II ~:'nl' lny ee'"tis(Mr ion woul din<llclll elnsIII U llon nl 3.03 N.
err~rl l~ rn rss,
"
~: \lc rn~Iins l ilu Hnnnlrrf«li~tnrn.Slakeh n t,l er sal i sfnllonwould indlente 3.66 V"16 I'Cterpll" nsbn.rd nn nl'erienee ls llbw erln dlcalorof 2.50 N.
InslLlullonnle rrcclivencss lhlln quonlllallndn ln.
"
(u,lnnlftSa h.rllt ll1ln.l'e teet"I"ns,!fu~ ict 'l u alil"i!'lgood l n d lc ntorof 3.37 Ves"
~;~sr:~~~rn~l~:~W~~~~a1r:~~lnnll"imare lIPI,r0l'r lalefor 4.02 Ves"
Cun om,rr.nlisrllrllons u",eVIII!' "h nno rl'...gra lno rdeIlnrlmc nlcc)'swouidfacililaietlTccU'"rnrn.hc 3.96 V""
Mfll.urin~CIlSlomerulisbrlloni,0sdeollne proress with 3.11 N.ohl ~h,lr~rr.. nf\"ali,lll"andreliability.
P:lg.~ 3 4
Lang(1993)sa~'sthut"Ihe primary'puint nr rererencc sh ou ldhe each cmver st ry'srole,itspurlllit)'of mission s,orinsimp le term s,whatitpllrlllirls til he and do"(p.25).Thus,thcinstitutc 'sma nd ate ,missiun , :m tl ilolie)'whith defluc expectationbecom ea keyinstrum ent uf'ue cnu nt abil ityalltleffectin lless.IIIthis report,the Frame wo rkfor InstitutionalEffectivelless isreferenced slled lica ll)' to East ernCnllegc.
Synth ('.,j.ofl\1:ljor points
8.1 Canadiancollegeshavehot h lin inter na lnnd extcruulrcqulre mc nt fur asscsstng tnsututtmmlperformance,
8.2 Cnna dbmcollegesagreetha ts t ud ents arc thecllJleJ,:cs 'primll')' custo mers(sm k chohle r ).
8.3 C:ln :uH:lncollel;es ugrce thutstak eholde r.~:lt is Cae l iu nis:1lIindic:lfnr oflnstitutienulelTecth'e n ess.
ElInclltion~Allniqu (' Sco' i('c
Educationhasalwaysbeen sUliccpli h lctothe implll'!:llir ,ofnllllmj,(elllenl pra cti cesfrom business .Ind indust ry. Sumewfluldarg ue thatschuulsnndcollc\.:cs arc stilloperated un the old industrialmodelwhe re the institute is theCa ctury lind thest ud ent theproduc t. The product or tenta rlon desi l.;ncdCorunifurmity uf outcomeis st ill reflectedintheperforman ceIndtcatnrswhichprcdnmlnuntlyutilil.c quantitativedatn to measurecffceth'cn cssundefficiency.
Page35
The inl rmluc:li"n u(T"lalQuality;\1:Jnacr mrnl(TQ:l.I)al EasternColIC'J;r raiwd"~lIIn c c:h :ll lc l1, :in~quedions(orIrad ition:!.1ed ucators .Isrd~ ca t io n:Iserviee?
Arcslu tlc:nhC:USIIllIlC: rs :llIdnllt(Irod uds ?Hsn,howdoweeentrnl the"input
\':lriahles" and ho wdowcev afuate theoutcomes?
QuaIii)'controlCI(:Iprod uct inmh"esU'cighin ~.measu ring,and cllmparinJ: thefinishedgoodagainsl:1rigorllus,tnginceredsta ndard.
Qualit)"cllntrolCI(:Iscrvleeenta ilsw:lfchin~a processun fnhland c\':IIU:lIinJ.:it:I~a i llsll hccons umer'sjud~menl,The onl)'comple tely validsta n da rdIIfcem purlson is the custome r' slevelefsa tisfactltn, That'sapcrr cpliu lI••somethingappreciahlymereslippery10measur-e than the ph)"Sicllldlmenslunsnfn product. (Zl'mlic&Sdmaf,19'10, p,14)
Elluc;llinnissom e wha t morethnn;1sen-ice,il isa"uniqu e"se rvic eand hriu l:sullillllCdlallfn ~cstotheassessmenterscrvlce qualil)".Sallis(1993)enes GTl')"(I'J'J21whenhet1iscu~\esIhisissue: "lIuman hcinjtsare notorious lynon- sia ntbrdandthe)'hrinl:inlo educntiena lsilualinns arange cfcxpericnecs, emolions and<lp inionswhichclinno ! hekep tinIheh:ll.:J.:~rou m.lo( theoperation" (p. 281,In Ihicas ethecusto mer(stude nt)particfpu tcsin:lOdsometimes transforms the prod uclionefthe st n"lce{education], -Ccnsequently.servi eesatisfactionis aresult 11(:1tl}"ll:lluil',llnllila:iecncenercr.Thecons umerevaluateshotb proceaslind llul cUllll' aml valueshotb" (Zemke&5clI:I:"If,1990.p,IS),Cohenand llraw er(1994) relurc rhisfuthecullq.:cl:II\'iron me nl:
Cullc~emunag crsfunctionwithi n11 polilie:darenawher e public relatiuns,ell:llillons.lntcrln s tltut tonnlceopcruunn,an d Imageguide decb lunsrC~:lTlli ngsuppor t, DataonproductsDrnu tenmes arc useful onl ~"totheertenr uratrheyrelateto thesephenom en a,Rut outeomes dal:!.arell monl: themoslelusfve produelsoftheinstitution,pr-imartly becauseifcacbslu d enl isan indi\'idu a!:Ind has part ieula r needsand
aspi rations,l he n:OlU~ 1 hl: :I~manynu tcnmesmeasuresIIIthc:r" lin.' st ud en ts,£\"1:1")'clIlIfo rinslilulion llllIceuun llihilit),duhC:ll ",ilhc:tIL~
formultiplemeasuresofall:l.iilmcn l.Thus eomm u nltycol1~t' cuteomesdata artrarclfputfortbhecau sc.jh e lIr"J:UOlt'lItruns,no onesetofda laadclluatdrpor1t"'.I)"stheinsl ilu li nu'serrects.
Because ofl hedim cul ~'IIfdisp l:l)"ing product inaninslilulilln",ilh humanIcu n in gasitsJ;o:llandwub Illl'conccplllfindh'idu:Jlil)'lIllits guidin g value,theprocessof h ri n~i n~illd i,-itlua ls 10I:rl':lh: r unde rsl:JOlJinlts hasbecomethein"~lilutinll'!llIIainprllf/llct.{pp.H.'J) Asth e eoltcgc'sprimlU)'customcrvthest ude nt is thennehl'~ll'lIsiliunedInevnluute boththeoutcomelind theprecess llssucillietl with theellue:ltilllHlIservice,
Synf hcsisnfM "jnrl'o jnl s
9.1 Ed ucatio n isIIun iqueservice where theexpecl:ll iu nlindSlllisfaC:linn of the custo mer(st udenl) arcfu nd amen lal tllllSSl'SSlllenlnflhe servke.
Studrnt-ThePrim:Jo'Cudo mrr
TheIr:uli tion::a lvtew of thestu dentus""lInl s of Ihe~I:tte"ha sheen lIlJI:aju r obstacletothe inclusiun,,(st uden ls:lSpa rlne ~in Iheedlll:aliuo lilpruees s,ClIllcl:cs andunf ve rsltteshOI,"!."beenp;lrlieulllrly sill\\'in1Il",-i ll~lIwa)'Irn m thisIlfeseripli vl' notionofeducutlnn(Dennison,19'.15"
Theshirt inthe roleorthestude ntIrom"C:IIIIh'c"III-cus mm cr''ha s been drivenhytheeornpclilh'e,mur kct-dr lvcnnatur eur eontemponu-ypnst-sccu ndury education,JohnMcKe ndry(19%),Vice I'r csid clIl ufnll u ~r:l.~ Cllllc~e,S;lySllllli -thestu d ent hasheeeme:lcus to mer,jllini n~the n1:Jrkclplace as aprim a ry client"
(p.S).
Page 37
Edwar d Slillis (1993) presen tsthecusto mersof ed ueat ionin the following cenrextwhenhesaysthat"th c eus tnme rs-vthcstak ehnldu rs nrtheservic e-curea ve ry divers e~rnupamlneed idcntif}'ing" (p.31).As shown in Table 2,Sallisind icate' thattheteam eristhe primal)'extern alcustome r orclient.
Tuhle2
THECUST OM ERS OFEDUCATION
~~IueAdde dto Learners) TheService
The Learner Prhn uryExte rna l CustomerorClient 1' :lrell ts/Gu \'er no rsiEmp lo)'ers Secon d ary Exter nal Customer LabourMarlwt/Govcrmnenf/Snciety Terti ary Exter nalCusto mer T<':Lehcrs/S uPIHlrt Siaff Intern a lCus to mers l'!illLPromTot'llOUlJli l\'!\1aD'!Vcml'ntinEd ul."l t jun(po32)byE.Sallis,1993, Lond on;KoganI'a ge.
Likem:myatllen,Sallis has rejce tcdthe notion tha t "cust omer" hastoo muehufu cnmmc rctattene foreducation . IIIthelangu;tgc of T Q M,stakeh olders arccustome rsand that would includethose Intern etandexter na l tothe nrg:mil.ation.
Theprimaryfocusof anyeducationalinsti tution shouldbethe needs :llI tiviewsofitslearners . This docs not mean that the viewsof ether stakeholdergrou psshould be ignored. Theirviewscount. However, thelc:ar-nersar cthereason whythe institutionexIsis undthey carryits rcpututlou.(Sa llis, 1993,p.34)
In a puhlleutinn whichdescrib es aproposedace..umillhilityframeworkfor lIr ilishColumbia'scullcgesystcr u,the Ca na dianCompr eh ensiveAuditing Fnundution(1993) gavethis per spectiveonsta keh olders.lnu l hcir rnles.
Tuble)
STAKEHO LD ERSINTilEBRITISIICOLUMIJ It\C() LLEG F.S\'~TE!\I
Boards
INTER NAL F..\':T ERNA L
Inst ru ctors
..
' Gll\"CrnlllcntSTUDENTS En1llloycnfUniolu
Atlmi nh::oIlo rs OtherInsl itulinm
FururcClicn lslCllstfll1ll'n Othcr Rmpleyecs . CUnJ lllllnil ,··:II-L llrl:c I:inJLFromBrnu r ti o!' lID Erfj;ctj ycncs'iin Cnllfl'r Si'D!l lnsljl llW't\PrupUSl'i!
AUOllOl:lhiljty Fp mr\\'nrk CortheBritishColu mhiaI' "hlieSnlem(II.2(1),h)'The CanadianComprehens iveAutlliing Fnundation,1')')3,(lila,,;, : CCAI' .
AsTable 3shows,lhestudcn lli:lIrClltthecenterIIflllc "plemandare the mod importan t,;b kehnlders."T heyinvesttheirtime(:mdluitinnfCfl);UII! expect10acq uiretheskills,aethudcs andknowledge thatwillcnahlethemleIachicyc:
theirRoab" (Canadia n Ccmprehe nstveAutlil inR(o"cm ndaliun ,1?'J3,p.20).
S,.nthcsi~nf!\lojnrPninh
10.1 Whileprima')',studen tsarenolthenlilyslakch nlllcn; lindcustomc"
ofpub li.-::co!leg es,
10.2 Othersl:Ikd lo lden
cr
thepubllccullCRCsystem In clude~1I\'ern rnc n l, collegeemptoyee s lindemptcycrs.EXDeeljllion·.ndSalhfj!clioo
The rei5animpllrt an lnlalionsh ip between upc.'Clatillnandsatidulilln in thepeevh icn ofqualityservices.In:I"lu'are lht"txpc r ts" envin mmcnt, the
