Impact evaluation of quality assurance in higher education: methodology and causal designs

In this paper, the theoretical perspectives and general methodological elements of impact evaluation of quality assurance in higher education institutions are discussed, which should be a cornerstone of quality development in higher education and contribute to improving the knowledge about the effectiveness (or ineffectiveness) of quality assurance. The suggested core methodology consists in comparative and longitudinal studies carried out simultaneously to the quality assurance interventions and relying on surveys and mixed methods. The methodology is applicable to any particular quality assurance procedure and any achievement area of higher education institutions. To round off the methodology presentation, an overview of causal designs, in particular causal social mechanisms, for impact analyses of quality assurance in higher education institutions and its challenges and limits is outlined and some characteristics of survey questionnaire construction are given.     

Assessing the organisational impact of external quality assurance: hypothesising key dimensions and mechanisms

The aim of the article is to provide a framework in which the organisational impact of external quality assurance (EQA) can be assessed. Based on existing studies of the impact of EQA in universities and colleges it is suggested that greater systematisation of how impact is measured is needed for a better understanding of how EQA can be used as a policy instrument. The article identifies key dimensions with respect to the categorisation of organisational impact of EQA. It discussing the possible links between different types and forms of EQA and their relation to organisational change and development. It also provides some reflections on elements of hypothetical mechanisms for organisational impact of EQA.     

Gendered education in a gendered world: looking beyond cosmetic solutions to the gender gap in science

Young people in countries considered to be at the forefront of gender equity still tend to choose very traditional science subjects and careers. This is particularly the case in science, technology, engineering and mathematics subjects (STEM), which are largely male dominated. This article uses feminist critiques of science and science education to explore the underlying gendered assumptions of a research project aiming to contribute to improving recruitment, retention and gender equity patterns in STEM educations and careers. Much research has been carried out to understand this gender gap phenomenon as well as to suggest measures to reduce its occurrence. A significant portion of this research has focused on detecting the typical “female” and “male” interest in science and has consequently suggested that adjustments be made to science education to cater for these interests. This article argues that adjusting science subjects to match perceived typical girls’ and boys’ interests risks being ineffective, as it contributes to the imposition of stereotyped gender identity formation thereby also imposing the gender differences that these adjustments were intended to overcome. This article also argues that different ways of addressing gender issues in science education themselves reflects different notions of gender and science. Thus in order to reduce gender inequities in science these implicit notions of gender and science have to be made explicit. The article begins with an overview of the current situation regarding gender equity in some so- called gender equal countries. We then present three perspectives from feminist critiques of science on how gender can be seen to impact on science and science education. Thereafter we analyze recommendations from a contemporary research project to explore which of these perspectives is most prevalent.     

Towards more efficient student course evaluations for use at management level

In order to obtain an accreditation, the university management must implement a quality assurance system and be able to document that quality policy and procedures are followed and acted upon as appropriate. One element in this system is monitoring students’ satisfaction. In this paper, we describe a method of acquiring the necessary information to enable school managers to efficiently summarize a substantial amount of information to detect issues of concern. The collection of information is performed in a systematic and consistent manner. It allows rapid feedback to students and staff, and is an integrated component of the quality assurance system. As successive evaluations are completed, school performance can be monitored, facilitating the development of strategies for continuous quality improvement. Finally, the context in which the evaluation is implemented as well as benefits and drawbacks are discussed.     

The ghosts of higher education reform: on the organisational processes surrounding policy borrowing

The Bologna Process is one of the most extensive examples of policy borrowing processes. Based on qualitative data, this article argues in favour of studying part of this process as ‘global smallness’, centring on the organisational effects of the implementation of a globalised curriculum. Through Derrida's notion on hauntology, Fenwick and Edward's analysis of multiple reals, and Barad's understanding of entanglement and time, this article explores how the implementation processes evoke simultaneously existing worlds of practices propelled by the agency of the past troubling present higher education reform. Finally, this article addresses how ongoing reforms tend to increase the stretch between ‘what is performed on the outside’ and ‘what is practiced on the inside’.     

LIKE THE PHOENIX FROM ITS ASHES: THE INTER‐UNIVERSITY CENTRE OF DUBROVNIK

This article traces the efforts of the Inter‐University Centre of Dubrovnik (Croatia) to cope with the destruction of its building in December 1991 and in general with the war in former Yugoslavia and the political changes in Europe as a whole since 1990. Some idea of the history of the Centre is given, its course offerings, and its hopes for the future.     

THE CHANGING FACE OF THE UNIVERSITY AND THE INTERNATIONALIZATION OF TEACHING AND RESEARCH

As everyone knows, the aims and the goals of university life are quite frequently contradictory. This characteristic is no less true of the internationalization of higher education by means of various forms of international co‐operation: faculty and student exchanges and the like. Often the universities of given nations will engage in such ventures so that they and their backers, specific national enterprises, can gain a competitive edge, one over the other, in areas that produce short‐term wealth for specific interests rather than long‐term solutions to such vital world problems as the destruction of the ozone layer, air and water pollution, and the depletion of vital natural resources. Academics who are true internationalists will see to it that solutions for these and for other “real” problems of mankind are given first priority.     

Scientific productivity and international integration of small countries: Mathematics in Denmark and Israel

Conclusion I began with the hypothesis that the scientific productivity of a small country is promoted by the integration of research activities into the international scientific community. Integration occurs both individually and institutionally. The integration of individual research workers into the informal international movement of knowledge about problems, techniques and sharing in a particular branch of science, stimulates them and offers them a better chance of recognition by competent peers for their contributions to science. It thereby strengthens their incentive to exert themselves to the utmost in research. Institutional integration as the modelling of institutional arrangements in the small country on foreign academic organisation also increases productivity. In these ways, small countries can avoid being shunted to the periphery of world science.