Abstract
This article examines the adoption of management by objectives as a system for faculty evaluation and development in higher education, situating the approach within broader pressures for accountability that intensified from the 1970s into the 1980s. The author argues that MBO offers a means to preserve faculty autonomy and academic values while meeting demands for documented performance and clear standards. Drawing on the speech communication program at the University of North Carolina at Wilmington, the article outlines key components of the model, including shared goal setting, measurable expectations for teaching, research, and service, and structured annual review and planning processes. Emphasis is placed on involvement, participation, and autonomy as guiding principles that align with academic culture when supported by informed leadership and faculty commitment. Step by step procedures detail faculty agreement, goal articulation, performance measures, support processes, written plans, flexible implementation, and review. The article concludes that MBO can foster equitable recognition, rational decision making, and improved faculty performance when institutions cultivate collective responsibility for defining goals and align reward structures with mutually established standards.
Recommended Citation
Welch, Betty Jo
(1986)
"MBO: Faculty Evaluation and Development,"
Association for Communication Administration Bulletin: Vol. 56, Article 5.
Available at:
https://stars.library.ucf.edu/aca/vol56/iss1/5
