Retrospective application of systems thinking and isomorphism to a complex multi institutional...

RETROSPECTIVE APPLICATION OF SYSTEMS

THINKING AND ISOMORPHISM TO A

COMPLEX MULTI-INSTITUTIONAL

EVALUATION PROJECT

Patrick B. BarlowPhD. Student in Evaluation, Statistics, & Measurement, the

University of Tennessee

Eric Heidel, PhDAssistant Professor of Biostatistics, the University of Tennessee

Graduate School of Medicine.

What’s on the Agenda?

• Case presentation• How can systems thinking be applied

to the Bridge Program?• How can isomorphism and boundaries

be applied to the bridge program?• Isomorphism, boundaries, and

evaluator competency• Questions

CASE PRESENTATION

Program DescriptionEvaluation & Evaluator RoleThe Problem

The UT-PSCC Bridge Program was conceived as part of a statewide initiative to provide additional transfer pathways and

strengthen ties between two-year and four-year state institutions.

Summer Session (UT)Wait-listed UT students who enroll in the program move into UT housingEnroll in multiple UT summer courses

Fall Session (PSCC)Students continue to live on the UT campusTake full course load at PSCCMust maintain 2.0GPA & 15 transferable credits

Spring Session (PSCC)Continue to live at UTCourses at PSCCMust have 2.5 GPS & 30 credits

If benchmarks are met, then the student is guaranteed enrollment at UT the following Fall Semester.

Program Description

Evaluation and Evaluator Role

Student evaluator– Internal (UT student)– External (not employed by the program)

Evaluation Design–Mixed methods design with multiple

planned data sources including survey, interview, and focus group data.

Program “Schematic”

The Problem

Initial lack of…– Organization– Communication

Multiple university systems– Shared responsibilities/offices–Number of stakeholders– Physical distance between systems

Constantly evolving program

HOW CAN SYSTEMS BE APPLIED TO THE BRIDGE PROGRAM?

What are systems?How did we view system boundaries in the Bridge Program?

Systems & Boundaries

In general, a system is a, “complex whole of related parts” (Cabrera)

In evaluation:

• What is the program? What is it not?

• What are the parts of the program?

• How do these parts relate to one another & the program as a whole?

• Conscious recognition of these elements is key

The Focus

Acknowledging & understanding the interrelations among program

elements as well as between the program & external forces.

Key Systems in the Bridge Program

UT-PSCC Bridge Program TN

Legislature

PSCCUT

UT-PSCC Bridge Program

Admissions

Student Success Center

Billing/Financial

Aid

Marketing/ Comm.

Program Admin.

Housing/Student Services

Advising/ Orientatio

n

College A

Dept A

Dept B

Campus A

Campus B

Campus A

Faculty

Campus B

Faculty

College B

Student Activitie

s

Academic Affairs

The University

of Tennessee

Pellissippi State

Community College

A Closer Look

1st Yr. Studies

One Step Deeper

• Within the program are two university systems

• Within each university there are multiple administrative divisions

• Within each division there are individual offices

• Finally, within each office there are numerous stakeholders who are responsible for providing services.

The University of Tennessee

Division of Student Life

University Housing

Executive Director

HOW CAN ISOMORPHISM AND BOUNDARIES BE APPLIED TO THE BRIDGE PROGRAM?

What is isomorphism?How did we apply isomorphism to the Bridge Program?

Isomorphism

• Etymology– Iso = “equal” and Morphosis = “to

form”

• Mathematics– 1:1 correspondence between two

mathematical sets so that operations cause the same result for each set

• Biology– Similarity in form, despite different

ancestry

Isomorphism

• “Recursive replication” of processes and content (Liddle & Saba, 1983)

• “Overlay of overlays” with philosophy and theory (Liddle, 1988)

• Categories with different content, but similar form, have corresponding parts and processes (Hofstadter, 1979)

• Repetitive or similar patterns, translation of models and principles, identical structure and process, interventions, behaviors (White & Russell, 1997)

• Unconscious phenomenon that plays an integral role in understanding relationships between systems (Bernard & Goodyear, 2004; Gentry, 1986; Williams, 1997)

Awareness of Isomorphism

Evaluators can better understand:– The similarities and overlap between

systems– The interdependency between system– Corresponding parts of different

systems–How changes and occurrences in one

system exact change in another system

Isomorphism & the Bridge Program

UT-PSCC Bridge Program

Admissions

Student Success Center

Billing/Financial

Aid

Marketing/ Comm.

Program Admin.

Housing/Student Services

Advising/ Orientatio

n

College A

Dept A

Dept B

Campus A

Campus B

Campus A

Faculty

Campus B

Faculty

College B

Student Activitie

s

Academic Affairs

The University

of Tennessee

Pellissippi State

Community College

1st Yr. Studies

ISOMORPHISM, BOUNDARIES, AND EVALUATOR COMPETENCY

Implications for future evaluations

Implications for Future Evaluations

Incorporating both Isomorphism and systems thinking enhances the evaluator’s ability to…

1. Visualize and understand program structure

2. Anticipate conflict, difficulties, and/or ethical dilemmas

3. Engage in reflective practice using past evaluation experiences as part of promoting professional development

QUESTIONS?