Journal of
Marketing Development and Competitiveness
Scholar Gateway
Abstracts prior to volume 5(1) have been archived!
Issue 5(1), October 2010 -- Paper AbstractsGirard (p. 9-22)
Cooper (p. 23-32)Kunz-Osborne (p. 33-41)Coulmas-Law (p.42-46)Stasio (p. 47-56)Albert-Valette-Florence (p.57-63)Zhang-Rauch (p. 64-70)Alam-Yasin (p. 71-78)Mattare-Monahan-Shah (p. 79-94)Nonis-Hudson-Hunt (p. 95-106) 
JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Experience Matters, But So Do Limited Resources: Faculty Perceptions of Their Self-Efficacy and Controllability in Assessing Student Learning
Author(s): Sylvia L. Mendez, Nina Frischmann Ellis, Lynne Calhoun
Citation: Sylvia L. Mendez, Nina Frischmann Ellis, Lynne Calhoun, (2020) "Experience Matters, But So Do Limited Resources: Faculty Perceptions of Their Self-Efficacy and Controllability in Assessing Student Learning," Journal of Higher Education Theory and Practice, Vol. 20, ss. 8, pp. 86-97
Article Type: Research paper
Publisher: North American Business Press
Abstract:
This qualitative content analysis explored the ways in which faculty articulated their self-efficacy and controllability in assessing student learning through a review of one institution’s program-level Assurance of Student Learning Assessment Activities and Results Reports. Content analysis techniques were used to examine 33 reports using perceived behavioral control as the conceptual framework of the study. Findings indicate: (1) experience matters in the self-efficacy of assessing student learning and (2) limited resources hinder controllability in assessing student learning. This study provides an “insider” perspective and guidance to higher education institutions seeking to bolster faculty perceived behavioral control in assessing student learning.
