Accountability and Accreditation solution

Accountability and Accreditation

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Accountability and Accreditation

1st Post: The use of communication strategies paves the way for acceptance related to known and expected higher education institutional challenges. The art of communicating effectively with stakeholders enforces a level of organizational respect and integrity. If you are an outsider, the information presented requires deliberate strategies. One key piece of information that is useful in any arena involves the receiver of information. You must know the audience and players. What good is the information delivered when those who make decisions and provide support do not understand. For example, if the assessor and/or staff utilize grafts and statistics to inform stakeholders concerning assessment results, the beneficiary of the information must receive data that is relatable. If the receiver leaves the information session confused, the delivery of the assessment results creates an environment lacking confidence. The delivery of assessment results should be easily understood and not obscure (Middaugh, 2010).

The use of charts and grafts to demonstrate creates a better explanation of assessment results compared to the use of numerical data in a freehand manner. The receiver can visualize the results in a manner that is picturesque. The idea drives to attract the attention of the administrative leader with less confusion. The use of succinct, simple, and clear communication styles to relay assessment results asserts a high-level strategy. The use of display boards and dashboards proves to be successful in delivery of assessment results. For example, the text describes the use of a dashboard to describe how objectives created will support the organizational mission by illustrating achieving target goals around achieving the retainment of students through diversity, and higher standardized achievement entrance examination scores (Middaugh, 2010).

2nd Post: Because data can go through various individuals responsible for evaluating and communicating, the results must be communicated with clarity and simplicity (Middaugh, 2010). The way that communication is done can have an impact on planning and decision-making processes.

Middaugh (2010) gives a few strategies for communication and implementation of them. One of the recommendations was to “use charts or graphs instead of numbers (Middaugh, 2010, p. 175).” Numerical data can sometimes be hard to understand, and with graphs or charts, data can be interpreted and then allow for questions. There is no denying that numerical data can do the same. However, it can be easier for the eyes to see graphs or charts. There was a conference where the speaker was stating numerical data during a presentation at 8 am, and my internal battery was drained as I was trying to take in all the information. Seeing the graphs afterward up close helped me understand the data more, and I regained focus.

Another recommendation given was creating a dashboard. I have seen many institutions utilize dashboards for their communication efforts. As with charts, dashboards can examine trends and key indicators related to variables and goals (Middaugh, 2010). Some variations within the data can be seen from looking at previous years’ data on potentially the same dashboard, and according to Middaugh (2010) is instructive. The last recommendation was to think about your audience and who will see the results (Middaugh, 2010). This is imperative as how you communicate to your audience can impact how information is received.

How an institution chooses to communicate is in its ballpark. When institutions are intentional about their communication and recognize that they must consider variances of audiences, the advantages occur. Middaugh (2010) states that the key to successful assessment is ensuring the data collected is implemented for the processes it was designed for (strategic planning, mission statement, costing allocations, resources, support, services, etc.). The purpose and advantage of different communication strategies are ensuring “that the central points are being put out here both quickly and comprehensively (Middaugh, 2010, p. 191).”

3rd Post: The organizational mission created supports the schools’ goals. As the team of administrators, staff, and faculty strives to create an environment of effective education outcomes, the maximum method of communication resonates with the organizations’ truths. The communication of assessment results encourages positive action throughout the school. The assessment ties the staff, faculty, and administrators to the meaning of educating students, research, and being a pillar in the community. The opportunity to address the organizational strengths and growing opportunities extend form sharing assessment results. The collegiate community gains the opportunity to become self-aware of needs skills for continuous improvement. The opportunity to boast and market those results that reveal exceptional organizational performance. The communication of results enhances individual contributions to programs as well as team efforts (Middaugh, 2010).

When communicating results across the organization positively, the effort for organizational collaboration improves. The collegiate team desires to aid in a feedback process due to acceptance and easily conveyed results. Systemically, the higher education institution reviews the plan for allocation of resources. The assessment results should tell the story of the organizational goals matching the mission. When the results tell a story, the students, stakeholders, faculty, administrator, and staff benefit. The information is accessible and easily understood, fostering a trusting relationship. The decisions made based on the assessment results should align with the organizational mission. Thus, the school demonstrates reasonable decisions concerning allocation of resources (Middaugh, 2010).

4th Post: In the first discussion, ways to communicate were discussed, and I mentioned that it is more so that “how” institutions communicate can be impactful. When there is clarity and conciseness with how the data is communicated, institutions can develop the necessary plans, compare, and contrast prior years, and implement plans for the betterment of their institution. “Information will be used only when readily assimilated and understood (Middaugh, 2010, p. 191).” It is imperative to remember that communication is not one-sided. Effective communication can be impacted positively as it allows those at the forefront of making decisions to interact, plan, develop, motivate, and implement plans for the betterment of the institution. It also allows for questions from stakeholders (if applicable at certain institutions) and creates that two-way dialogue. The impact is also positive when there is encouragement for action to occur. When I look at data or receive information, I strive to find correlations, ask questions myself, and see what I can do differently or the same next time. I take the time to analyze and then share the results with my supervisors. The open line of communication makes a difference.

Additionally, there are various opportunities/ways to think about how to communicate the data within higher education. One of the most significant ways that communicating these assessment results can have a positive impact is by looking at how it is used. For example, at “North Carolina A&T, the transparency given with the assessment results led to more student involvement in assessment through their scholars’ program (Baker et al., 2012, p. 6).”  Texas A&M International University engaged its stakeholders in the process and results. Being open-minded and transparent at both institutions allowed more participation and an opportunity for alignment within the cultures and structures of institutional processes (Baker et al., 2012). The positive impacts can be long-lasting and beneficial for all involved in the processes.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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