| Economic Benefit |
Cross Sources: Economic Advantage, Economic Outcomes, Economic Return
Definition: The amount of money an individual receives from working or the gains in a person’s income over time
Reference: Sanchez, J.R., & Laanan, F.S. (1998). |
| Economic Return |
Cross Sources: Economic Advantage, Economic Benefit, Economic Outcomes
Definition: Financial benefit of higher paying employment as a result of educational attainment
Reference: Grubb, W.N. (1998). |
| Educational providers |
Cross Sources:
Definition: Institution, whether university, corporate, or virtual, whose programs or services produce student learning or development
Reference: |
| Educational success |
Cross Sources: Achievement, Attainment, Competency, Proficiency
Definition: Increasing student learning and/or development; meeting competency; obtaining credit or credential
Reference: National Educational Goals Report, (1996). |
| Education-to-education |
Cross Sources:
Definition: Programs and services provided by a learning dedicated environment to facilitate learning and development through a successful transition of students from school to further education
Reference: Maddy-Berstein, C., & Cunanan, E. (1996). |
| Education-to-work |
Cross Sources:
Definition: Through contextual, applied, and focused educational experiences students are provided with the knowledge and skills for employment.
Reference: |
| Effect size |
Cross Sources: Significance, Power
Definition: The difference between mean of the experimental and the mean of the control groups in standard deviation units
Reference: Glass, G.V., & Hopkins, K.D. (1984). |
| Effectiveness |
Cross Sources: Institutional performance, Value-added
Definition: The mark of effectiveness in higher education is desirable change in students.
Reference: Pendergrass, P.W. (1986). |
| Efficiency |
Cross Sources: Student outcomes
Definition: Producing more educational output per dollar; also resource management indices.
Reference: Goldhaber, D. (2000). |
| Embedded Assessment |
Cross Sources:
Definition: Including questions from assessment instruments or selecting questions from existing tests of existing courses; paucity of number of questions can effect reliability.
Reference: Wilson, M., & Sloane, K. (2000). |
| Employer Satisfaction |
Cross Sources: Quality of Life
Definition: Employer approval of the worksite performance of educational/technical program completers in their employ
Reference: |
| Entry level |
Cross Sources:
Definition: Information collected by programs about potential students to determine their qualifications for entering a program. In some cases, information is also used to select the appropriate level for students to begin their studies. Information collected for entry-level decisions about individual students can provide a good stating point for assessing academic programs
Reference: Palomba, C.A., & Banta, T.W. (1999). |
| Environmental scanning |
Cross Sources:
Definition: A review process of examining environmental factors at a given point in time and in a specific setting
Reference: Barr, M.J., & Desler, M.K. (2000). |
| Equating |
Cross Sources: Item Response Theory
Definition: Statistically adjusting the scores of a test to make scores from two tests comparable
Reference: Allen, M.J., & Yen, W.M. (1979). |
| Equivalence |
Cross Sources:
Definition: Two non-identical items which have the same meaning
Reference: |
| Error variance |
Cross Sources: Variance
Definition: The estimate of variance of the distribution of the population of individual cases based on the variation among the scores within a group sample; same as within group variance.
Reference: Aiken, L. (1994). |
| Ethnography |
Cross Sources: Qualitative, Critical ethnography, Grounded theory, Case study, Phenomenological studies
Definition: Research design in which the research studies an intact cultural group in a natural setting during a prolonged period of time by collecting, primarily, observational data. The research process is flexible and typically evolves contextually in response to the lived realities encountered in the field setting
Reference: Wallen & Fraenkel; Grant & Fine (as cited in Creswell, 1994). |
| Evaluation |
Cross Sources: Assessment, Summative and formative evaluation
Definition: This term broadly covers all potential investigations, with formative or summative conclusions, about institutional functioning. It may include assessment of learning, but it might also include non-learning centered investigations (e.g., satisfaction with recreational facilities).
Reference: |
| Exit level |
Cross Sources:
Definition: Information obtained about students on completion of their study to assess the changes in learning as a result of their program of study.
Reference: Palomba, C.A., & Banta, T.W. (1999). |
| Exit surveys and interviews |
Cross Sources: Qualitative research
Definition: Information obtained from students on completion of their study. This includes information about student growth and change, satisfaction with academic programs, their experiences in their majors, and their immediate and future plans.
Reference: Palomba, C.A., & Banta, T.W. (1999). |
| Experimental design |
Cross Sources: Pretest, Posttest
Definition: Refers to the way that experiments or studies are structured to provide meaningful data relevant to the research questions being investigated
Reference: |
| Expert |
Cross Sources: Novice
Definition: An individual who has demonstrated expert level performance on an assessment. This term can also be used to describe an individual with sufficient knowledge in an area to evaluate the content relevance and content representativeness of a measure and/or to help set standards in an area.
Reference: |
| Exploratory factor analysis |
Cross Sources: Structural Equation Modeling
Definition: An analysis of latent factor structures conducted without a priori constraints or hypotheses
Reference: Maruyama, G.M. (1998). |
