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Baldrige educational quality criteria as another model for accreditation in American community colleges

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  • This is a study of how the use of Baldrige Educational Quality Criteria provides community college leaders and external evaluators with richer, more meaningful data for organizational improvement, more comprehensive information about the institution, and a better means for illustrating clear connections between campus systems and processes. This study was guided by the following research questions: How do community college leaders who use Baldrige Educational Quality Criteria address institutional planning and measurements of success based on the level of value and practice of quality principles at their institution? What are the benefits and challenges for community colleges using the Baldrige Educational Quality Criteria? The study's participants included a nationwide sample of 202 community college leaders who are currently using quality principles and processes on their campuses. A total of 106 respondents or 52.5% returned the questionnaire. The study's web-based Baldrige/Institutional Effectiveness Questionnaire comprised 50 quantitative questions on a dual scale of Value and Practice; six qualitative, openended questions; and ten demographic questions. The overall findings indicated that community college leaders highly value quality principles with slightly lower corresponding scores for the equivalent practice categories. The open-ended questions yielded overwhelmingly positive testimonials from leaders regarding the strength of the Criteria for quality assurance as compared to traditional accreditation practices and models. The vast majority of responding community college leaders considered the Baldrige Educational Quality Criteria as a viable option for accreditation, but they also clearly described the challenges of meeting and applying the Criteria. The researcher concluded that the use of the Baldrige Criteria by some community colleges for accreditation might better serve the needs of these particular colleges. By incorporating Baldrige's greatest assets such as the emphasis on data gathering/data driven decision-making, the focus on the interconnectedness of all campus systems and processes, and the necessity to align the planning processes with the campus research office into the institutional accreditation process, most community colleges will realize more continuous organizational improvement.
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