Exploring the decision-making processes inherent to student affairs learning outcomes assessment through the lens of bounded rationality: a transcendental phenomenological study.
A major discrepancy exists between the research on and practice of student affairs learning outcomes assessment. Assessment scholars and professional organizations encourage the use of multiple measures to assess the complex constructs that are hallmarks of student affairs work, such as leadership,...
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| Online Access: | http://hdl.handle.net/2047/D20222053 |