Defining a culture of assessment in student affairs assessment: A delphi study

Abstract

The purpose of this study was to understand how student affairs assessment experts define a culture of assessment in student affairs. The extant literature has provided ample guides for the mechanics of student affairs assessment, a clear rationale for why assessment should be conducted in student affairs, and even suggests that cultures of assessment should be developed as a means for implementing assessment. However, while some scholars define and others describe this culture of assessment, a common, empirically based definition does not exist. The lack of an empirically based definition prevents important scholarship about cultures of assessment in student affairs and limits how practitioners can go about fostering and sustaining such a culture. This Delphi study engaged experts in a systematic process of developing a definition for student affairs culture of assessment. The results include a definition as well as characteristics describing a culture of assessment in student affairs that can promote further investigation of this important topic. The findings also suggest connections with learning organization and organizational culture literature that can strengthen the student affairs assessment literature in studying this construct.