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| OBM in Higher Education |
| Sunday, May 27, 2018 |
| 4:00 PM–4:50 PM |
| Marriott Marquis, Marina Ballroom F |
| Area: OBM |
| Instruction Level: Basic |
| Chair: Douglas Robertson (Florida International University) |
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| Utliizing OBM to Excel Your Higher Education Institution (and Academic Career) |
| Domain: Applied Research |
| ALICIA M. ALVERO (Queens College and The Graduate Center, CUNY) |
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| Abstract: Applying the principles of ABA to organiztaions is common practice among OBM practitioners, however, it does not allows translate into a resistance-free implementation. This presentation will summarize the subtle and creative ways in which an OBM professor utilized behavioral interventions to help overcome common obstacles within a higher education institution. Training, system analysis, and performance feedback are some of the interventions used to help improve instructor teaching evaluations, increase student evaluation response rates, develop efficiency in student advisement, enhance communication among adjucnt faculty, and increase the validity and reliability of course content across course sections. Each small success created a minor career shift from OBM professor to OBM internal consultant and resulted in a unique journey within academic administration. Details of each project, results, recommendations, and the importance of such findings will be discussed. |
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| Sustaining Long-Term, Systemic Change at Large Organizations Experiencing Leadership Succession |
| Domain: Applied Research |
| DOUGLAS ROBERTSON (Florida International University), Martha Pelaez (Florida International University) |
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| Abstract: This paper discusses the authors' research that establishes empirically-based principles of good practice regarding successful executive leadership succession in large universities engaged in long term, systemic change. The particular interest is change aimed at improving undergraduate student success (on-time graduation and retention; national data source: Integrated Postsecondary Educational Data System, or IPEDS). The sample consists of 32 universities that comprise the membership of the Coalition of Urban Serving Universities (USU), a subset of the Association of Public and Land-Grant Universities (APLU). The universities in the study sample share these characteristics: (a) are located in metropolitan regions of 450,000 or more inhabitants; (b) enroll 10 or more doctoral students per year; (c) expend $10 million or more annually on research; and (d) engage meaningfully with their local metropolitan region. Of particular interest in the analysis are: (a) the universities’ various selecting environments, (b) pertinent macrobehaviors (behavioral patterns shared by a large proportion of individuals who occupy various roles in the university), and (c) pertinent metacontingencies (recurring patterns of interlocking behavior contingencies that occur in nested hierarchies and exist at the cultural level). The discussion includes working hypotheses used in the current analysis of the 12 year performance (2004-2015) of these universities. |
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