This study explored thinking and activity, or enacted mental models, of faculty and staff who have some experience with learning outcomes assessment in higher education. Interviews and concept maps were used to surface various influences, descriptions of actions, and connections between actions for 12 participants occupying either staff or faculty roles. All participants were known to have engaged in learning outcomes assessment. Important outcomes include descriptions and categorization of influences labeled disciplinary training and socialization, environmental and cultural influences, and incentives and accountability. Also found were motivating factors for conducting assessment and common assessment mindset patterns that influenced behavior. By supporting connected mindsets in assessment, various behavior changes can be encouraged to help identify the value of institutional learning outcomes to multiple stakeholders. Findings point assessment leaders toward adjustments to assessment-related training and professional development to better incorporate or consider individual mental models about their own influences of training, their current environment, and relationships to accountability. This study contributes to literature and practice by describing discrete influences on assessment and how influences work together in various formats to result in various assessment mindsets across levels of an institution.
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