Texas Tech University

Progress Portal: Institutional Effectiveness

Institutional Effectiveness Mission

The Institutional Effectiveness team at Texas Tech strives to support the administration, faculty, and staff in their efforts to continuously improve in order to enhance the success of our students and achieve the mission of Texas Tech.

Goals & Objectives

  • To provide centralized oversight and assistance to all TTU academic and non-academic units with annual feedback regarding assessment and evaluation of continuous improvement efforts
  • To provide administrative leadership with institutional research and data management that supports institutional planning, policy formulation, and decision making.
  • To provide centralized oversight that coordinates compliance with external governing and accrediting bodies.
 
 
Elaina Cantrell Robinson giving presentationElaina Cantrell Robinson giving presentationJennifer S. Hughes giving presentationJennifer S. Hughes giving presentationCraig Morton giving presentation

Institutional Effectiveness Process

The IE "onion" is a layered conceptual model that demonstrates the continuous cycle of improvement leading towards administrative and academic excellence. Each layer corresponds to the unit specific cycle of continuous improvement with data integration through subsequent layers.

Institutional Effectiveness Model
Institutional Effectiveness Model, the "Onion"

Institutional Effectiveness (IE) at Texas Tech University consists of four components. As a process, institutional effectiveness has oversight from the Office of the Provost, and is facilitated by the Office of Planning and Assessment. The subsequent and operational components of institutional effectiveness are:

  1. Oversight of IE – Oversight brings together the three subsequent components to ensure that the institutional effectiveness is a systematic, explicit, and documented process of measuring performance against mission in all aspects of an institution.
  2. Institutional Assessment – Includes the development, facilitation, and analysis of academic and non-academic unit assessments, strategic planning analysis using the institutional database, and ongoing analysis for planning improvement based on student learning outcomes and goals for each unit, and for determining how each unit’s outcomes and goals help realize the mission of Texas Tech.
  3. Institutional Research - The role of data management within the IE model includes ongoing and coordinated development of institutional databases, encompassing coordination with other areas to gather information for the common data sets (IPEDS), reporting to external entities such as the Texas Higher Education Coordinating Board and the Voluntary System of Accountability, , course evaluations, and Strategic Planning Key Performance Indicator (KPI) data sets.
  4. Compliance and Accreditation - The compliance aspect of the IE model includes the ongoing coordinated oversight of institutional compliance with SACSCOC and THECB policies and procedures through active leadership in reaffirmation efforts, programmatic accreditation, faculty credentialing, institutional budgeting, and strategic planning requirements.

The use of data is central to the IE Model for Texas Tech. Internally, the goal is to use data to make continuous improvements and to ensure alignment with the institution’s mission and goals. However, there are also numerous formal ways that data is used for reporting. This includes:

  • SACSCOC (minimum every five years) - All aspects of institutional activity as required
  • Texas Higher Education Coordinating Board (annually) - Comprehensive CBM Reporting, Core Curriculum reporting, and Accountability System reporting based on CBM reports
  • Texas Tech Strategic Plan (annually)
  • Internal and Other Purposes (as needed)
    • APLU/AACSU (VSA)
    • Programmatic Accreditation
    • Annual Review (tenure and promotion)
    • Budgeting

The use of data from multiple sources drives institutional effectiveness in two primary ways. Texas Tech has historically promoted institution-wide participation and broad awareness of institutional effectiveness initiatives through a distributed approach toward institutional effectiveness driven by centralized priorities. Considering the various sources of data in a more comprehensive, centralized way without disrupting the existing autonomy of programs and administrative units requires ongoing and intentional efforts at collaboration. Coordinating the use of existing data while encouraging more effective planning and assessment is key to how institutional effectiveness efforts succeed. Additionally, an intentional approach to full-cycle assessment within the institutional effectiveness model helps to make existing and new processes more systematic and explicit. IE at Texas Tech, working collaboratively with various areas and units, requires a level of authority and oversight. This, in short, means that IE is both a heterarchy and hierarchy.

Examples of existing data sources at Texas Tech:

  • Office of Planning and Assessment
    • DigitalMeasures (faculty credentialing)
    • TracDat (unit-level and program-level student learning outcomes)
    • Institutional Assessments (CLA, CAAP, OEI, DIT2, NSSE, OSA, AAC&U Rubrics)
    • E-portfolios
    • Institutional Effectiveness Survey (proposed)
  • Institutional Research
    • Banner data
    • Data Warehouse (Metric Dashboard)
    • Course Evaluations
  • Human Resources
    • Evaluations
  • Central Administration Data
    • ORS, CFO, VPR, System