ADRI
The ADRI approach to evaluation of an organization's effectiveness considers the following:[1]
- Approach: what processes, strategies, and structures have been developed and reasons why they have been selected;
- Deployment: how these processes, strategies, and structures have been implemented;
- Results: what trends are indicated by the Key Performance Indicators (KPIs) and how this is assessed; and
- Improvement: what process is used for reviewing the appropriateness and effectiveness of the Approach and Deployment above.
The approach is used to improve quality in a cyclical manner at many universities.[2] It is also used for independent reviews of organizations.[3]
The ADRI approach originated in Australia[2] is used by the Oman Academic Accreditation Authority.[1][3] The approach has been used in programming courses too.[4][5]
See also
[edit]References
[edit]- ^ a b Razvi, Salim; Trevor-Roper, Susan; Goodliffe, Tess; Al Habsi, Fakhriya; Al Rawahi, Alya (2012). "Evolution of OAAA Strategic Planning: Using ADRI as an Analytical Tool to Review its Activities and Strategic Planning" (PDF). Proceedings of Seventh Annual International Conference on Strategic Planning for Quality Assurance and Accreditation of Universities and Educational Arab Institutions. Oman Academic Accreditation Authority.
- ^ a b "ADRI Quality Cycle". Australia: Office of Strategy and Planning, Curtin University. Retrieved 31 May 2017.
- ^ a b Carroll, Martin (11 September 2006). "ADRI: A quality assurance model for self-reviews and external reviews" (PDF). Oman: Ministry of Higher Education & Oman Accreditation Council. Retrieved 31 May 2017.
- ^ Malik, Sohail Iqbal; Coldwell-Neilson, Jo (2017). "Comparison of tradition and ADRI based teaching approaches in an introductory programming course". Journal of Information Technology Education: Research. 16: 267–283. doi:10.28945/3793.
- ^ Malik, Sohail Iqbal; Coldwell-Neilson, Jo (2017). "A model for teaching an introductory programming course using ADRI". Education and Information Technologies. 22 (3): 1089–1120. doi:10.1007/s10639-016-9474-0. S2CID 254413234.
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