Accountability through assessment of administrative organizations in higher education David J. Kniola* Office of Assessment and Evaluation, Virginia Tech, Blacksburg, VA (Received 1 October 2012; accepted 25 December 2012) Accountability is among the least understood policy issues in higher education (Burke 2005). The rapid rise in tuition costs in both public and private institutions (Heller 2006) in all corners of the globe (Altbach, Reisberg, and Rumbley 2009) has challenged the idea of higher education as a public good. Student learning outcomes is one significant response and has garnered tremendous attention. Universities have implemented robust assessment processes in academic areas. Similar changes are underway in university research where principle investigators are now required to submit assessment and evaluation plans to funding agencies. However the accountability movement has seemingly overlooked large segments of the enterprise. Administrative areas such as information technology, facilities, athletics, and finance have been less transparent. Attempts to assess these non- academic units have previously relied on corporate practices and have taken a consumerist approach. This article looks at the idea of administrative assessment and advances a new technique designed to more closely align educational philosophy while responding to calls for quality, efficiency, and effectiveness in higher education. Keywords: assessment; accountability; quality assurance; administration; higher education The privatization of higher education Á the transition from state funding to a reliance on tuition and other types of earned income (Priest, St. John, and Boon 2006) Á has contributed to rising costs to students and their families (Heller 2006) in all corners of the globe (Altbach, Reisberg, and Rumbley 2009) and has challenged the idea of higher education as a public good (Kezar, Chambers, and Burkhardt and Associates 2005). Colleges and universities have responded to diminishing financial resources by seeking greater flexibility to establish new, more reliable revenue streams. Unable to fully cut ties to one of its greatest assets for education and research, governments in return expect greater accountability from its public universities. Accountability, however, is among the least understood policy issues in higher education (Burke 2005). As such, universities are strained by the tension between autonomy and accountability as each seeks to develop internal systems of measurement and reporting with tenuous guidance from external stakeholders. Accountability is particularly problematic in teaching and learning. Accredita- tion organizations, governments, higher education leadership organizations, and universities themselves have floundered in their efforts to find a viable solution. *Email: dkniola@vt.edu European Journal of Higher Education, 2013 http://dx.doi.org/10.1080/21568235.2013.778044 # 2013 Taylor & Francis Downloaded by [Virginia Tech Libraries], [David Kniola] at 07:01 11 April 2013