Assessing the Effectiveness of Research Organizations

James W. Altschuld and Henry Y. Zheng
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James W. Altschuld: Ohio State University
Henry Y. Zheng: Ohio State University

Evaluation Review, 1995, vol. 19, issue 2, 197-216

Abstract: Assessing the effectiveness of research organizations in education (as well as those in the social sciences) is hampered by the lack of measurable goals and identifiable outcome criteria. In this review, key issues in evaluating effectiveness are identified and insights on the application of major assessment approaches are provided. Most research organizations in education tend to have ambiguous goals and incomplete technologies or strategies for achieving them. The goal-attainment approach with its emphasis on efficiency and output measures tells only a limited story of effectiveness. The stakeholder approach, emphasizing social references and extrinsic measures, is more relevant, for it indicates the extent to which stakeholders'needs are satisfied. The systems approach is useful in sensitizing evaluators to the importance of internal processes in improving organizational effectiveness. The competing values framework is an attempt to integrate major assessment paradigms. It shows that value trade-offs are inherent in the selection of evaluation approaches. Understanding an organization's focus, structure, and outcome will facilitate the ultimate choice of effectiveness criteria and evaluation strategies .

Date: 1995
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Persistent link: https://EconPapers.repec.org/RePEc:sae:evarev:v:19:y:1995:i:2:p:197-216

DOI: 10.1177/0193841X9501900205

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