Abstract
This article examines factors that influence the effectiveness of academic theatre program evaluation, emphasizing the central importance of faculty attitudes and administrative leadership. The discussion argues that self evaluations conducted during periods of low morale often yield distorted conclusions and unproductive reform efforts. Similarly, externally mandated reviews can generate defensiveness if perceived as punitive. The author contends that the chief academic officer must cultivate faculty confidence in the value and fairness of the process, reduce anxiety, and frame evaluation as a collective endeavor akin to theatrical production. Strategies include individualized communication about benefits, early formation of faculty committees to identify strengths and weaknesses, and shared responsibility for documentation. Effective review also depends on securing respected external evaluators familiar with academic theatre programs and on creating conditions that support candid internal assessment. Examples from southeastern institutions illustrate how proactive leadership, consensus building, and structured faculty participation generate constructive outcomes. The article concludes that attention to morale, fairness, and group responsibility can transform program evaluation from a threatened requirement into a productive opportunity for improvement and institutional alignment.
Recommended Citation
Lester, Lorayne W.
(1986)
"Some Often Overlooked Considerations in Academic Theatre Program Evaluation,"
Association for Communication Administration Bulletin: Vol. 56, Article 17.
Available at:
https://stars.library.ucf.edu/aca/vol56/iss1/17
