Evaluating Program Quality in Higher Education
In this chapter and the next we present a case study of evaluation for quality management in an English for Academic Purposes program in a British university. The data for the case study derive from the evaluation processes themselves and the ethnographic study of these processes as part of a PhD study (Kiely 2000). This form of evaluation is characterised on the one hand by integration into professional practice — teaching — and, on the other, by integration with institutional quality management. Both characteristics are concerned with improving the program so that the students’ learning experience is continually enhanced. This case study engages with a range of current evaluation issues raised in chapter 3. There is an accountability element, which in many ways involves compliance with mandates (see section 3.6, p. 50), both within the institution and between the institution and higher education agencies. Equally, there is a concern with sense-making, in the constructivist sense (see section 3.3, p. 40) and with use of evaluation (see section 3.2, p. 37). In this chapter we describe the approach to this form of evaluation through analysis of institutional and departmental evaluation policies, and examine the ways in which evaluation processes provides opportunities for teacher learning.
KeywordsPosit Editing Clarification
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