Article Title
Impacts of Neoliberal Managerial Practices on Faculty Engagement in Student Learning Assessment
Keywords
assessment, neoliberalism, corporatism, survey
Abstract
Faculty perceptions of student learning assessment were examined in the context of neoliberal trends in higher education in this exploratory survey study. For this preliminary study, a small department consisting of sixteen faculty members was surveyed. Responding faculty rated themselves as highly engaged in assessment, and rated course uses of assessment as more important than institutional uses of assessment. Faculty perceived administrators as placing more importance on institutional uses over course uses, though the gap between administrators and faculty was less in course uses than in institutional uses. Faculty ratings of neoliberal manifestations at their institution varied considerably, with a perceived institutional focus on job training over liberal arts education the most substantial item. Together, these findings set the stage for future research into whether neoliberal trends impact faculty engagement student learning assessment.
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.
Recommended Citation
Urban, C. (2016). Impacts of Neoliberal Managerial Practices on Faculty Engagement in Student Learning Assessment. Prairie Journal of Educational Research, 1(1). https://doi.org/10.4148/2373-0994.1007Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Higher Education Administration Commons
