Marilee J. Bresciani, Ph.D.
Professor, Postsecondary Education and
Co-Director of the Center for EducationalLeadership, Innovation, and Policy
San Diego State University
3590 Camino Del Rio North
San Diego, California, U.S.A.
619-594-8318
Bresciani, M.J.
1) identify how their institutional/divisional decision makingaligns with their institutional/divisional values
2) identify the role that outcomes-based assessment plays inthe decision-making process
3) determine how resources can be allocated or re-allocated inalignment of institutional/division values
4) determine how outcomes-based assessment informs theallocation or re-allocation of resources wheninstitution/divisions are aware of their values
Bresciani, M.J.
1. Institutional
2. College/Division
3. Department
4. Program
Bresciani, M.J.
1. What does yourinstitution/division/college/departmentvalue?
2.Are your values prioritized?
Bresciani, M.J.
How are those values made evident in yourdecision-making?
A. Program planning?
B. Outcomes-based assessment programreview process?
C. Re-allocation of resources?
D. Hires?
E. Evaluation of personnel?
Bresciani, M.J.
1.Identify and articulate values
2. Prioritize values
3. Allocate resources
4. Align outcomes to values and Implementoutcomes-based assessment
5. Define the criteria for quality within thecontext of the values and identify capacity formeeting the criteria of quality
Bresciani, M.J.
6. Gather the results and determine at whichlevel the decision for resource re-allocation orallocation resides
7. Allocate or re-allocate resources to improveyour outcomes within your context andcapacity for quality and in alignment with yourvalues
Bresciani, M.J.
Institutional
Division/College
Program
Workshop/Service
There can be several
other boxes of values
that feed into each
level of values
Bresciani, M.J.
Mission/Purposes
Goals
Outcomes
ImplementMethods toDeliver Outcomes(Action Planning)
and Methods toGather Data
Gather Data
Interpret Evidence
Document decisions to improveprograms; enhance studentlearning and development;
inform institutional decision-
making, planning,
budgeting, policy, publicaccountability
External Review
Strategic Planning/
Inputs/Capacity
-Values influence
every aspect of
this cycle.
Bresciani, M.J.
Institutional
Division/College
Program
Workshop/Service
Decisions are made
at multiple levels
- some decisions
reside only at one
level
Bresciani, M.J.
1.Identify and articulate values
2. Prioritize values
3. Allocate resources
4. Align outcomes to values and Implementoutcomes-based assessment
5. Define the criteria for quality within thecontext of the values and identify capacity formeeting the criteria of quality
Bresciani, M.J.
6. Gather the results and determine at whichlevel the decision for resource re-allocation orallocation resides
7. Allocate or re-allocate resources to improveyour outcomes within your context andcapacity for quality and in alignment with yourvalues
Bresciani, M.J.
What is your context and criteria for quality?
How does the context for quality relate to yourvalues?
Given your context and criteria, what is yourcapacity for quality?
Given your departmental, division, orinstitutional values, how do you prioritize thosevalues with regard to your context/criteria forquality?
Bresciani, M.J.
Bresciani, M.J.
Downturn (Bresciani, In Progress)
Distinguish essential from peripheral learning/developmentoutcomes
Reallocate or recalibrate departmental resources
Motivate and focus student efforts
Identify more efficient strategies/tactics within your contextfor value
Clarify adverse budget impacts for institutional stakeholdersor higher level decision makers
Bresciani, M.J.
The criteria for quality within the contextvalues were informed by departmentalvalues of access, equity, and studentsuccess
You can also use context forcollege/division and/or of the university
You may need to prioritize your values
Bresciani, M.J.
Informed by professionalstandards/literature – both present andfuture
Those who hire graduates from the degree
Those who admit graduates into doctoralprograms
Expectations of the faculty
Expectations of the community you serve
These needed to be prioritized
Bresciani, M.J.
1.Capacity needs to be identified within thecontext for quality and values
However, capacity is not always readilyidentifiable. The WASC capacity review assistswith this process
Yet it really is about considering what level ofquality, within your context, is sustainable
Bresciani, M.J.
- potential pool of students
- faculty and/or administrators
- support staff
- learning facilities (electronic and face-to-face)
- expertise level of faculty, administrators, and staff
- access to professional development
- community relations
- collaboration opportunities and relationships
Bresciani, M.J.
Next, all the characteristics that contribute toquality and values clarifications can beprioritized so that decisions reinforcepriorities
Bresciani, M.J.
All faculty are teaching their courses well
All faculty and staff care about quality student learning anddevelopment
All faculty are committed to access, equity, and student success
All faculty and staff already have full workloads – we are at capacity
All faculty know how to use hybrid courseware
Bresciani, M.J.
1.What are your values?
2.What is the context for quality within your values?
3.What is the capacity for reaching your criteria forquality within your values?
4.What is the priority of those values and the criteriafor quality?
5.How does that affect capacity of vice versa?
6.What are the assumptions you are making?
Bresciani, M.J.
1. Distinguish essential fromperipheral learning/developmentoutcomes
Bresciani, M.J.
1. Dropped three program learning outcomes
that were related to budget/finance; legal
foundations; and grant writing
- assumption is graduates can learn this on the job andthrough prof. dev. opp.
Refined and tightened other learning outcomes
- replaced some more relevant learning with otherlearning (crisis management)
No resources to add more courses
Bresciani, M.J.
2. Reallocate or recalibrate resources
Bresciani, M.J.
2. Doubled the size of research courses andinternship courses
- added volunteer graduate assistants who havepreviously used research rubric to assist withproviding feedback to students
- also increased team-teaching
- implemented aggressive orientation for adjuncts
Bresciani, M.J.
3. Motivate and focus student efforts
Bresciani, M.J.
3. Make program review results and discussiontransparent
- posted on website
- invited students to summer retreat wherewe reviewed results and made decisions
- report decisions to students at programorientation and in first week of classes
Bresciani, M.J.
4. Identify more efficientstrategies/tactics
Bresciani, M.J.
4. Added voluntary seminars to bridge gaps instudent learning and requested specific typeof learning be put into internships andgraduate assistantships
- Enhancing courses via hybrid/alternativeofferings
- Increasing number of group projects
- Increasing number of invited volunteerlecturers
Bresciani, M.J.
5. Clarify adverse budget impacts forinstitutional stakeholders and higher-level decision makers
Bresciani, M.J.
5. Communicated results and decisions toprogram advisory board and students
- preparing students to address their learningmastered and needs for future professionaldevelopment in their portfolios andjob/graduate school interviews
- written report to high-level decision-makers –tied to institutional values
Bresciani, M.J.
Bresciani, M.J.
Latest research says…
Bresciani, M.J.
•1. There is a disconnect between what revenue sources influenceversus what the budgeting process influences. Why do you thinkthis is?
•2. There is a disconnect between the institutional budgetingprocesses and the ability to use allocation of resources toimprove student learning and development. Does that makesense to continue?
•3. If 74% of the initial allocation of funding is done annually, whyaren't outcomes-based program review results used to informinitial allocations of resources?
Bresciani, M.J.
•4. If strategic planning and outcomes-based assessmentprogram review findings only influence resource re-allocations and not initial allocations, how willleadership be able to influence long-term improvementin student learning and development?
Bresciani, M.J.
How well do your resource budgeting and allocation processesalign?
How much do you utilize planning and assessment processesto allocate or re-allocate resources to refine your priorities?
Does this proposed framework offer any practical value foryour division/institution?
What are some immediate next steps that you can implement?
Bresciani, Gillig, Weiner, & McCully
1.Identify and articulate values
2. Prioritize values
3. Allocate resources
4. Align outcomes to values and Implementoutcomes-based assessment
5. Define the criteria for quality within thecontext of the values and identify capacity formeeting the criteria of quality
Bresciani, M.J.
6. Gather the results and determine at whichlevel the decision for resource re-allocation orallocation resides
7. Allocate or re-allocate resources to improveyour outcomes within your context andcapacity for quality and in alignment with yourvalues
Bresciani, M.J.
Marilee Bresciani – marilee.bresciani@mail.sdsu.edu
Bresciani, M.J.
Bresciani, M.J. (2010). Aligning values with resources andassessment results. Student affairs leader (38), 13, p. 1-2.
Bresciani, M.J. (In Progress). Clarifying Quality and Values whenPrioritizing Resource Decisions Based on Outcomes Results.
Bresciani, M.J., Weiner, L., Gillig, B., McCully, L. (In Progress).Using outcomes-based assessment to inform resourceallocation in higher education. Journal of Student AffairsResearch and Practice submission
With special recognition to Professor Brock S. Allen, San DiegoState University for providing me with this idea andencouraging me to move it forward. Thank you ProfessorAllen!
Bresciani, M.J.