Institutional Effectiveness in an Open System: A Case Study of Graduation Rates in the Montana University System
Ripley, Anneliese A.
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This article refers systems thinking as a conceptual framework to examine environmental conditions in postsecondary institutions within the Montana University System, to understand patterns of productivity, and to help policymakers assess student success and improve institutional effectiveness. This article also examines Katz and Kahn’s (1978) open-system characteristics as a research framework to examine environmental conditions that affect graduation rates. The current emphasis on graduation rates is related to a national political agenda to increase postsecondary degree productivity.