Quality Assessment and Enhancement


John Taylor, Uwe Schimank, Fabrice Henard, Mathieu Cros, Julia Tran Thanh


12,99 € (60 Seiten, PDF)


  • Assessing the Quality of Research

    John Taylor

    This paper considers a wide range of issues arising from the assessment of the quality of research undertaken within higher education institutions. Based on analysis of experience in the UK through the Research Assessment Exercise (RAE), the paper tackles important issues of motivation, methodology and outcomes (both anticipated and unanticipated). Differing and changing perspectives are identified and discussed. Research assessment is associated with important changes in the management of higher education, both at national level and within institutions; at the same time, the complexity of different understandings and motivations is emphasised. By tracking these changes, the paper also draws out the strategies and tactics adopted by universities in response to the challenge of research assessment, including significant changes in internal management and organisational structures, and the emergence of ideas of research concentration within centres of excellence. In particular, the impact of research assessment on members of academic staff and on their career development are assessed.

  • Quality Assurance of Teaching: Macro- and MicroPolitical Conflicts in German Higher Education

    Uwe Schimank

    The article reflects opportunities and limits of the promotion of quality assurance of teaching at German universities. It distinguishes two levels of analysis: the macro-political constellation of the higher education system and higher education policy, and the micro-political constellation within a particular university. A closer look at both levels reveals not only the interests and logics of action of the actors involved but also how macro-politics shapes the micro-political room for manoeuvre.

  • Institutional Policies, a Key to Foster Quality Teaching

    Fabrice Henard, Mathieu Cros, Julia Tran Thanh

    Improving quality teaching in higher education requires institution-wide policies, aimed at spurring teachers’ innovation and assisting them through adequate learning environment and professional development. Incentives are key to foster teachers’ commitment in quality teaching as well as to involve students as co-producers of their own learning. Evaluation systems should furthermore be expanded and combine quantitative and qualitative instruments with the objective to encompassing the complexity of quality in higher education.

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