The Integrity Criterion at the Two-Year Technical College [electronic resource] / Thomas Quinn and Julie Brookbank.
In order to effectively respond to the new criterion for accreditation related to demonstrating integrity in practices and relationships that was established by the North Central Association of Colleges and Schools (NCA) in 1994, South Dakota's Mitchell Technical Institute (MTI) conducted a sel...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1995.
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| Subjects: |
MARC
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| 100 | 1 | |a Quinn, Thomas. | |
| 245 | 1 | 4 | |a The Integrity Criterion at the Two-Year Technical College |h [electronic resource] / |c Thomas Quinn and Julie Brookbank. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1995. | ||
| 300 | |a 26 p. | ||
| 500 | |a ERIC Document Number: ED390482. | ||
| 520 | |a In order to effectively respond to the new criterion for accreditation related to demonstrating integrity in practices and relationships that was established by the North Central Association of Colleges and Schools (NCA) in 1994, South Dakota's Mitchell Technical Institute (MTI) conducted a self-study focusing on institutional integrity. To provide a framework for the process, a definition of integrity was generated based on the NCA material and existing definitions. The first step toward documenting integrity was a review of organizational culture and the institution's ethical values. The second step evaluated MTI's publications and policy statements for accuracy, while the third step examined administrative practices and governance issues. MTI chose to evaluate integrity within the institution's five major service areas: governance, fiscal, and administrative services; student services; instructional services; marketing services; and physical services. Finally, MTI used two methods to examine institutional integrity in the study. First, self-study teams responded to written questions, with narrative comments recorded in minutes from meetings providing documentation that integrity issues were discussed. Second, students, graduates, the general public, employers, faculty, and high school counselors were surveyed to identify strengths and concerns about integrity. The student, counselor, employer, and community survey instruments are appended. (TGI) | ||
| 650 | 1 | 7 | |a Accreditation (Institutions) |2 ericd. |
| 650 | 0 | 7 | |a College Planning. |2 ericd. |
| 650 | 0 | 7 | |a Community Surveys. |2 ericd. |
| 650 | 1 | 7 | |a Educational Objectives. |2 ericd. |
| 650 | 0 | 7 | |a Employer Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a Evaluation Criteria. |2 ericd. |
| 650 | 0 | 7 | |a Integrity. |2 ericd. |
| 650 | 1 | 7 | |a Organizational Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Organizational Objectives. |2 ericd. |
| 650 | 0 | 7 | |a School Surveys. |2 ericd. |
| 650 | 1 | 7 | |a Self Evaluation (Groups) |2 ericd. |
| 650 | 1 | 7 | |a Technical Institutes. |2 ericd. |
| 650 | 0 | 7 | |a Two Year Colleges. |2 ericd. |
| 700 | 1 | |a Brookbank, Julie. | |
| 710 | 2 | |a Mitchell Technical Institute. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED390482.pdf |z Full Text (via ERIC) |
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