U-Map, University Activity Profiles in Practice

Kaiser, Franciscus; Faber, Marike; Jongbloed, Benjamin W.A.

doi:10.1007/978-94-007-3937-6_45

Cited by 3 publications

(1 citation statement)

References 3 publications

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“…Recent trends in quality assurance seem to evolve in two opposite directions: on the one hand, there is an increasing number of national systems based on accreditation and other more intrusive forms of quality assurance (Schwarz & Westerheijden, 2004) and a move to ranking systems (Kaiser & Jongbloed, 2010;Van Vught, 2009); and on the other hand, there is a movement in some countries towards quality enhancement as a way to reinstate trust in institutions. While traditional quality assessment reviews use summative judgements and sanctioning mechanisms to achieve quality improvement (Stensaker et al 2007), quality enhancement reviews use formative judgements, focusing on improving teaching and learning and avoiding summative judgements leading to sanctions, to achieve improvement (D'Andrea and Gosling, 2005).…”

Section: Discussionmentioning

confidence: 99%

Academics’ perceptions on the purposes of quality assessment

Rosa

Sarrico

Amaral³

2012

Quality in Higher Education

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The accountability versus improvement debate is an old one. Although being traditionally considered dichotomous purposes of higher education quality assessment, some authors defend the need of balancing both in quality assessment systems. This paper goes a step further and contends that not only they should be balanced but also that other purposes can be devised for assessing quality in higher education. Five different purposes are proposed: communication, motivation, control, improvement and innovation, derived both from the higher education and the organisational performance literatures. Then the answers given to a set of questions related to these five intended purposes are analysed. The answers were collected through a questionnaire designed to investigate Portuguese academics' perceptions on higher education quality assessment. Overall the analysis performed reveals a certain degree of support for all the purposes, albeit higher in the case of the improvement and communication purposes and lower for control and motivation. Since an adequate implementation of quality assessment systems needs the support of academics, this paper can inform the design of systems integrating academics' views on the subject.

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Section: Discussionmentioning

confidence: 99%

Academics’ perceptions on the purposes of quality assessment

Rosa

Sarrico

Amaral³

2012

Quality in Higher Education

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Quality Knowledge for a Heterogeneous Society: Experiences from Uganda’s University Changing Directions

Kimoga

2023

Higher Education in Sub-Saharan Africa in the 21st Century

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Research-driven classification and ranking in higher education: an empirical appraisal of a Romanian policy experience

2016

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In this paper we investigate the problem of university classification and its relation to ranking practices in the policy context of an official evaluation of Romanian higher education institutions and their study programs. We first discuss the importance of research in the government-endorsed assessment process and analyze the evaluation methodology and the results it produced. Based on official documents and data we show that the Romanian classification of universities was implicitly hierarchical in its conception and therefore also produced hierarchical results due to its close association with the ranking of study programs and its heavy reliance on research outputs. Then, using a distinct dataset on the research performance of 1385 faculty members working in the fields of political science, sociology and marketing we further explore the differences between university categories. We find that our alternative assessment of research productivity-measured with the aid of Hirsch's (Proc Natl Acad Sci 102 (46):16569-16572, 2005) h-index and with Egghe's (Scientometrics 69(1):131-152, 2006) g-index-only provides empirical support for a dichotomous classification of Romanian institutions.

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U-Map, University Activity Profiles in Practice

Cited by 3 publications

References 3 publications

Academics’ perceptions on the purposes of quality assessment

Academics’ perceptions on the purposes of quality assessment

Quality Knowledge for a Heterogeneous Society: Experiences from Uganda’s University Changing Directions

Research-driven classification and ranking in higher education: an empirical appraisal of a Romanian policy experience

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