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001			u7268
003			SA-PMU
005			20210418122935.0
008			060710s2007 caua b 001 0 eng
010			_a 2006022688
040			_aDLC _beng _cDLC _dBAKER _dUKM _dC#P _dIXA _dYDXCP _dBTCTA _dNLGGC _dOCLCG _dOCLCQ _dA7U _dBDX
020			_a0787986402 (pbk.)
020			_a9780787986407 (pbk.)
035			_a(OCoLC)70540518 _z(OCoLC)71164496
043			_an-us---
050	0	0	_aLB2331.63 _b.M55 2007
082	0	0	_a378.1/07 _222
100	1		_aMiller, Barbara A., _d1943-
245	1	0	_aAssessing organizational performance in higher education / _cBarbara A. Miller.
260			_aSan Francisco : _bJossey-Bass, _c2007.
300			_axxi, 258 p. : _bill. ; _c28 cm.
504			_aIncludes bibliographical references (p. 249-251) and index.
505	0		_aPurpose of assessment -- Organizations as systems : internal elements -- Organizations as systems : external elements -- Assessment methods and terminology -- Defining and measuring organizational performance -- Creating and maintaining assessment programs.
520	1		_a"Assessing Organizational Performance in Higher Education offers educational leaders a proven model for integrating and expanding assessment practices. Rooted in systems theory, this approach provides a uniquely effective structure for measuring and evaluating organizational performance by framing an organization as a system with internal and external elements, each of which presents an opportunity and potential for assessment." "The book provides a full complement of assessment technologies that enable leaders to measure and evaluate performance using qualitative and quantitative performance indicators and reference points in each of seven areas of organizational performance. While these technologies are not new, applying them in a comprehensive assessment of the performance of both academic and administrative organization in higher education is a true innovation. Assessing Organizational Performance in Higher Education defines four types of assessment user groups, each of which has unique interest in organizational performance. This offers a new perspective on who uses performance results and why they use them. These varied groups emphasize that assessment results must be tailored to fit the needs of specific groups, that "one-size-fits-all" does not apply in assessment. An assessment process must be robust and capable of delivering the right information at the right time to the right user group." "The book includes recommendations on how to create and maintain an on-going, flexible, integrated, cost-effective, and comprehensive system capable of assessing performance of any organization or process within the institution, a new application of project management practices. Book jacket."--BOOK JACKET.
650		0	_aUniversities and colleges _zUnited States _xEvaluation.
650		0	_aUniversities and colleges _zUnited States _xAdministration.
856	4	1	_3Table of contents only _uhttp://catdir.loc.gov/catdir/toc/ecip0617/2006022688.html
856	4	2	_3Contributor biographical information _uhttp://catdir.loc.gov/catdir/enhancements/fy0741/2006022688-b.html
856	4	2	_3Publisher description _uhttp://catdir.loc.gov/catdir/enhancements/fy0741/2006022688-d.html
942			_cBOOK
994			_aZ0 _bSUPMU
596			_a1 2
999			_c719 _d719