Institutional Effectiveness in an Open System: A Case Study of Graduation Rates in the Montana University System

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dc.contributor.authorRipley, Anneliese A.en
dc.date.accessed2019-03-04en
dc.date.accessioned2019-04-25T20:08:28Zen
dc.date.available2019-04-25T20:08:28Zen
dc.date.issued2015en
dc.description.abstractThis 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.en
dc.description.sponsorshipUniversity of Montana ScholarWorks at University of Montanaen
dc.format.mimetypeapplication/pdfen
dc.identifier.sourceurlhttps://scholarworks.umt.edu/cgi/viewcontent.cgi?article=5477&context=etden
dc.identifier.urihttp://hdl.handle.net/10919/89160en
dc.language.isoen_USen
dc.publisherUniversity of Montana ScholarWorks at University of Montanaen
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjecteducation, higher--Montana (State)en
dc.subjecthigher education and stateen
dc.subjectgraduation ratesen
dc.subjecthigher education systemen
dc.subjectacademic environmenten
dc.titleInstitutional Effectiveness in an Open System: A Case Study of Graduation Rates in the Montana University Systemen
dc.typeArticleen
dc.type.dcmitypeTexten

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Higher Education Policy for Minorities in the United States