CHAPTER 15SETTING AND JUSTIFYING TARGETS FOR SUCCESS
Today, many colleges have collected considerable evidence, only to see things then come to a screeching halt. Why is it so hard to use evidence to identify and implement improvements? Why is it so hard to use evidence to demonstrate quality and effectiveness to stakeholders and accreditors? Chapter 4 lists plenty of reasons, but I have seen one more frequently than any other: You cannot share your successes or identify areas for improvement until you have a clear definition of what constitutes success. You need a good sense of the kinds and levels of results that are good enough to conclude that your college is successful in achieving its goals, as well as the kinds and levels that indicate ...
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