ABSTRACT The paper characterises the learning and teaching process with a focus on higher educati... more ABSTRACT The paper characterises the learning and teaching process with a focus on higher education and describes the basics of contemporary theories of learning and teaching. Against this conceptual background, the interweaving of performance indicators and theories and practice of learning and teaching is analysed. For a small, selected number of exemplary performance indicators, it is shown that they are justified by theories and practice of learning and teaching. The justification link between indicators and theories of learning and teaching is usually not a straightforward relation but a complicated material inference that is multifactorial on both sides, the premises and the conclusions of the inference. The analysis contributes to improve the understanding of the epistemological justification of performance indicators of learning and teaching.
L'A. se propose de resoudre le paradoxe souleve par l'interpretation contradictoire de la... more L'A. se propose de resoudre le paradoxe souleve par l'interpretation contradictoire de la philosophie de l'esprit d'Aristote, definie d'une part dans le sens fonctionnaliste d'un dualisme substantiel, et definie d'autre part dans le sens moniste d'une theorie de l'emergence
The last two decades have witnessed an increasing intensity of quality management in higher educa... more The last two decades have witnessed an increasing intensity of quality management in higher education institutions and quality discourses which were followed by debates about and attempts of evaluating the efficacy of quality management in the sector. Accordingly, the article presents a SWOT analysis of impact evaluation of quality management in higher education institutions. The analysis is based on a contemporary SWOT conceptualisation and on reflections of impact evaluation, ranging from theoretical models through case studies to practical experience in a European research project. The analysis reveals that certain weaknesses can be overcome (e.g. budget and process time restrictions) while others cannot (e.g. systematic limitations of methodologies). Similarly, certain threats can be tackled (e.g. proper implementation of methodologies) while others at most can only approximately be solved (e.g. attribution problem). The article concludes that a SWOT analysis may be a tool for bridging the gap between methodological challenges and the implementation of impact measurement in systematic quality management.
Since (higher) education is more important than ever in knowledge societies, high priority should... more Since (higher) education is more important than ever in knowledge societies, high priority should be ascribed to quality management in higher education institutions and its effectiveness. However, there is still a lack of systematic evaluation of the latter, particularly analyses which are not restricted to ex-post gathered data and expert assessments. The articles in this special issue contribute to overcome these shortcomings in several ways: One article is reflecting on success factors and un-/intended effects of quality management, another one is analyzing more discoursive ways of evidence-informed guidance of quality management policies which are complementary to rigorous impact studies. Five articles investigate quality management effectiveness by ex-post and simultaneous impact evaluation in European case studies, including assessments of students, teachers, quality managers and leadership. Finally, a SWOT analysis of impact evaluation of quality management in higher education institutions is carried out and suggested as a tool for bridging the notorious gap between methodology and implementation.
The article reports on a case study of impact evaluation of internal quality assurance, i.e. Prog... more The article reports on a case study of impact evaluation of internal quality assurance, i.e. Programme Reviews, which was carried out by the Evaluation Agency Baden-Wuerttemberg and the Staff Unit of Quality Development at University of Stuttgart (Germany) in the form of a methodological before-after comparison. The impact evaluation exhibits that the external evaluations of Programme Reviews were in tune with the idea of a 'critical friend' approach, stressing the positive aspects while including some constructive criticism. It is shown that the evaluations initiated intended constructive discussions about the programmes, while the integration of internal and external evaluations in the Programme Review needs to be improved. A further related result is that programmes need more extensive feedback to improve acceptance from critical corners. Finally, a series of open answers gives indications for possible improvement of the university's quality assurance and organizational structures, including a better and fair integration of students in quality assurance and a more strategic orientation/integration of teaching and learning.
Since (higher) education is more important than ever in knowledge societies, high priority should... more Since (higher) education is more important than ever in knowledge societies, high priority should be ascribed to quality management in higher education institutions and its effectiveness. However, there is still a lack of systematic evaluation of the latter, particularly analyses which are not restricted to ex-post gathered data and expert assessments. The articles in this special issue contribute to overcome these shortcomings in several ways: One article is reflecting on success factors and un-/intended effects of quality management, another one is analyzing more discoursive ways of evidence-informed guidance of quality management policies which are complementary to rigorous impact studies. Five articles investigate quality management effectiveness by ex-post and simultaneous impact evaluation in European case studies, including assessments of students, teachers, quality managers and leadership. Finally, a SWOT analysis of impact evaluation of quality management in higher education institutions is carried out and suggested as a tool for bridging the notorious gap between methodology and implementation.
ABSTRACT The paper characterises the learning and teaching process with a focus on higher educati... more ABSTRACT The paper characterises the learning and teaching process with a focus on higher education and describes the basics of contemporary theories of learning and teaching. Against this conceptual background, the interweaving of performance indicators and theories and practice of learning and teaching is analysed. For a small, selected number of exemplary performance indicators, it is shown that they are justified by theories and practice of learning and teaching. The justification link between indicators and theories of learning and teaching is usually not a straightforward relation but a complicated material inference that is multifactorial on both sides, the premises and the conclusions of the inference. The analysis contributes to improve the understanding of the epistemological justification of performance indicators of learning and teaching.
L'A. se propose de resoudre le paradoxe souleve par l'interpretation contradictoire de la... more L'A. se propose de resoudre le paradoxe souleve par l'interpretation contradictoire de la philosophie de l'esprit d'Aristote, definie d'une part dans le sens fonctionnaliste d'un dualisme substantiel, et definie d'autre part dans le sens moniste d'une theorie de l'emergence
The last two decades have witnessed an increasing intensity of quality management in higher educa... more The last two decades have witnessed an increasing intensity of quality management in higher education institutions and quality discourses which were followed by debates about and attempts of evaluating the efficacy of quality management in the sector. Accordingly, the article presents a SWOT analysis of impact evaluation of quality management in higher education institutions. The analysis is based on a contemporary SWOT conceptualisation and on reflections of impact evaluation, ranging from theoretical models through case studies to practical experience in a European research project. The analysis reveals that certain weaknesses can be overcome (e.g. budget and process time restrictions) while others cannot (e.g. systematic limitations of methodologies). Similarly, certain threats can be tackled (e.g. proper implementation of methodologies) while others at most can only approximately be solved (e.g. attribution problem). The article concludes that a SWOT analysis may be a tool for bridging the gap between methodological challenges and the implementation of impact measurement in systematic quality management.
Since (higher) education is more important than ever in knowledge societies, high priority should... more Since (higher) education is more important than ever in knowledge societies, high priority should be ascribed to quality management in higher education institutions and its effectiveness. However, there is still a lack of systematic evaluation of the latter, particularly analyses which are not restricted to ex-post gathered data and expert assessments. The articles in this special issue contribute to overcome these shortcomings in several ways: One article is reflecting on success factors and un-/intended effects of quality management, another one is analyzing more discoursive ways of evidence-informed guidance of quality management policies which are complementary to rigorous impact studies. Five articles investigate quality management effectiveness by ex-post and simultaneous impact evaluation in European case studies, including assessments of students, teachers, quality managers and leadership. Finally, a SWOT analysis of impact evaluation of quality management in higher education institutions is carried out and suggested as a tool for bridging the notorious gap between methodology and implementation.
The article reports on a case study of impact evaluation of internal quality assurance, i.e. Prog... more The article reports on a case study of impact evaluation of internal quality assurance, i.e. Programme Reviews, which was carried out by the Evaluation Agency Baden-Wuerttemberg and the Staff Unit of Quality Development at University of Stuttgart (Germany) in the form of a methodological before-after comparison. The impact evaluation exhibits that the external evaluations of Programme Reviews were in tune with the idea of a 'critical friend' approach, stressing the positive aspects while including some constructive criticism. It is shown that the evaluations initiated intended constructive discussions about the programmes, while the integration of internal and external evaluations in the Programme Review needs to be improved. A further related result is that programmes need more extensive feedback to improve acceptance from critical corners. Finally, a series of open answers gives indications for possible improvement of the university's quality assurance and organizational structures, including a better and fair integration of students in quality assurance and a more strategic orientation/integration of teaching and learning.
Since (higher) education is more important than ever in knowledge societies, high priority should... more Since (higher) education is more important than ever in knowledge societies, high priority should be ascribed to quality management in higher education institutions and its effectiveness. However, there is still a lack of systematic evaluation of the latter, particularly analyses which are not restricted to ex-post gathered data and expert assessments. The articles in this special issue contribute to overcome these shortcomings in several ways: One article is reflecting on success factors and un-/intended effects of quality management, another one is analyzing more discoursive ways of evidence-informed guidance of quality management policies which are complementary to rigorous impact studies. Five articles investigate quality management effectiveness by ex-post and simultaneous impact evaluation in European case studies, including assessments of students, teachers, quality managers and leadership. Finally, a SWOT analysis of impact evaluation of quality management in higher education institutions is carried out and suggested as a tool for bridging the notorious gap between methodology and implementation.
This volume works towards overcoming the lack of systematic impact evaluation in higher education... more This volume works towards overcoming the lack of systematic impact evaluation in higher education, particularly analyses which are not restricted to ex-post gathered data and expert assessments. Since (higher) education is more important than ever in knowledge societies, high priority should be ascribed to quality management (QM) in higher education institutions (HEIs). Consequently, impact evaluation of QM effectiveness is indispensable because it generates the knowledge required for quality (management) improvement.
The introductory chapter elucidates the motivation and objective of impact analyses of QM in HEIs and provides an overview of the volume’s other contributions. One chapter reflects on success factors and un-/intended effects of QM, while another one analyses more discoursive ways of evidence-informed guidance of QM policies which are complementary to rigorous impact studies. Five chapters investigate QM effectiveness in HEIs by ex-post and simultaneous impact evaluation in European case studies, including assessments of students, teachers, quality managers, and institutional leadership. The case studies comprise universities from Germany, Spain, Finland, and Romania. The final chapter reports a SWOT analysis of impact evaluation of QM in HEIs, which is suggested as a tool for bridging the notorious gap between the demanding methodology of impact evaluation and its proper implementation.
This book was originally published as a special issue of the European Journal of Higher Education.
The presentation proposes a comprehensive set of performance indicators for HE learning and teach... more The presentation proposes a comprehensive set of performance indicators for HE learning and teaching in sustainable development.
evalag (Evaluation Agency Baden-Wuerttemberg, Mannheim, Germany) as a partner together with seven... more evalag (Evaluation Agency Baden-Wuerttemberg, Mannheim, Germany) as a partner together with seven European higher education institutional partners, including the lead partner Birmingham City University, has been granted a Strategic Partnership for Higher Education within the Erasmus+ Program under the key action Cooperation for Innovation and the Exchange of Good Practices. The project has a duration of 24 months (2019-2021) and is carried out by its eight partners from eight European countries, namely Austria, Germany, Italy, Kosovo, Poland, Portugal, Spain and the United Kingdom.
The LTSHE project is co-funded by the ERASMUS+ grant program of the European Union under grant no. 2019-1-UK01-KA203-061968. Neither the European Commission nor the project's national funding agency are responsible for the content or liable for any losses or damage resulting of the use of the project's results.
evalag (Evaluation Agency Baden-Wuerttemberg, Mannheim, Germany) as the lead partner together wit... more evalag (Evaluation Agency Baden-Wuerttemberg, Mannheim, Germany) as the lead partner together with nine European higher education institutional partners was granted the SQELT Strategic Partnership for Higher Education within the Erasmus+ Program under the key action Cooperation for Innovation and the Exchange of Good Practices. The SQELT project had a duration of 36 months (2017-2020) and was carried out by its ten partners from nine European countries, namely Austria, Belgium, Germany, Italy, The Netherlands, Norway, Poland, Portugal, and the United Kingdom.
Here is the final Guideline for Performance Data Governance and Management in Higher Education Learning and teaching developed from the SQELT project.
The SQELT project was co-funded by the ERASMUS+ grant program of the European Union under grant no. 2017-1-DE01-KA203-003527. Neither the European Commission nor the project's national funding agency are responsible for the content or liable for any losses or damage resulting of the use of the project's results.
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The introductory chapter elucidates the motivation and objective of impact analyses of QM in HEIs and provides an overview of the volume’s other contributions. One chapter reflects on success factors and un-/intended effects of QM, while another one analyses more discoursive ways of evidence-informed guidance of QM policies which are complementary to rigorous impact studies. Five chapters investigate QM effectiveness in HEIs by ex-post and simultaneous impact evaluation in European case studies, including assessments of students, teachers, quality managers, and institutional leadership. The case studies comprise universities from Germany, Spain, Finland, and Romania. The final chapter reports a SWOT analysis of impact evaluation of QM in HEIs, which is suggested as a tool for bridging the notorious gap between the demanding methodology of impact evaluation and its proper implementation.
This book was originally published as a special issue of the European Journal of Higher Education.
https://www.evalag.de/ltshe/
The LTSHE project is co-funded by the ERASMUS+ grant program of the European Union under grant no. 2019-1-UK01-KA203-061968. Neither the European Commission nor the project's national funding agency are responsible for the content or liable for any losses or damage resulting of the use of the project's results.
Here is the final Guideline for Performance Data Governance and Management in Higher Education Learning and teaching developed from the SQELT project.
For further reults and detail of the SQELT project see also https://www.evalag.de/sqelt/
The SQELT project was co-funded by the ERASMUS+ grant program of the European Union under grant no. 2017-1-DE01-KA203-003527. Neither the European Commission nor the project's national funding agency are responsible for the content or liable for any losses or damage resulting of the use of the project's results.