assessment, neoliberalism, corporatism, survey
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.
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