Reconceptualising Evaluative Practices in HE The Practice Turn SAP 1st Edition by Murray Saunders ISBN 978-0335241613 0335241611

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Product details: 

ISBN 10: 0335241611

ISBN 13:  978-0335241613

Author: Murray Saunders 

“I congratulate the authors on what I believe will be a very interesting and useful book. The language is accessible and the structure of the argument is coherent and consistent … This is a very interesting and significant contribution to the field of higher education in general and scholarship in evaluative practices in particular.”
Judyth Sachs, Deputy Vice Chancellor and Provost at Macquarie University, Sydney, Australia.
“With an increasing and, arguably, troubling confidence in the use of international league tables, student surveys and research ratings to ‘evidence’ the value of higher education, such scrutiny of higher education evaluation practices has never been more timely … I believe the book may contribute most … in empowering evaluators themselves to ensure that the outcomes of evaluation can be used to inform strategic priorities and decisionmaking in more meaningful ways.”
Higher Education Review, Vol 44, No 1, October 2011.

A considerable amount of time and effort is invested in attempts to control, change and improve the higher education sector. These attempts involve evaluative practice, but we have not yet conceptualised the evaluations that take place so therefore the opportunity to understand the value and nature of different types of intervention is frequently missed.

This book seeks to dismantle traditional boundaries in approaches to evaluation, assessing how value and worth is attributed to activities in higher education. It looks at evaluative practice in Higher Education rather than the evaluation of Higher Education.

Reconceptualising Evaluation in Higher Education aims to aid understanding, drawing on a set of evaluative practices from the UK and internationally. The book will be of value and relevance to higher education providers and policy makers within higher education.

Contributors
Veronica Bamber, Margo Blythman, Val Chapman, Bernadette Charlier, Rob Cuthbert, Harry Hubball, Kerri-Lee Krause, Neil Lent, Alan McCluskey, Ian McNay, Joan Machell, John M. Owen, Marion L. Pearson, Michael Prosser, Christoph Rosenbusch, Murray Saunders, Uwe Schmidt, Alison Shreeve, Paul Trowler, Massimiliano Vaira, Christine Winberg.

Table of contents: 

1 Setting the scene: the four domains of evaluative practice in higher education

Murray Saunders

2 The Higher Education policy context of evaluative practices

Paul Trowler

Part One: National systemic evaluative practice: power and regulation

3 National systemic evaluative practice: power and regulation

Paul Trowler

4 Evaluation as ceremony in the Italian university system

Massimiliano Vaira

5 Student ‘satisfaction’ or student ‘experience’: interpreting and acting on evaluation results

Michael Prosser

6 Research assessment: work in progress, or ‘la lutta continua’ Ian McNay

7 The elephant in the room: evaluating postgraduate education in South Africa

Christine Winberg

8 Evaluative practices and outcomes: issues at the national level

Paul Trowler

Part Two: Programmatic evaluative practice

9 Programmatic evaluative practice in Higher Education: design diversity and degrees of programme alignment

Murray Saunders

10 The national programme of Centres for Excellence in Teaching and Learning (CETLs) in England and Northern Ireland:

a theory driven evaluation of change

Murray Saunders

11 Foregrounding social interaction in programme evaluation: an evaluation of an innovative pre-service teacher education

initiative in Australia

John M. Owen

12 Evaluation as deep learning: a holistic perspective on evaluation in the PALETTE project

Alan McCluskey

13 A social practice approach to the evaluation of enhancement strategies in the Quality Enhancement Framework for Scottish universities

Neil Lent and Joan Machell

14 Insights into programmatic evaluative practice in HE:

a commentary

Murray Saunders

Part Three: Institutional evaluative practice

15 Institutional evaluative practice: quality, enhancement and regulation

Veronica Bamber

16 Failing the challenge of institutional evaluation: how and why managerialism flourishes

Rob Cuthbert

17 Whole-of-university strategies for evaluating the student experience

Kerri-Lee Krause

18 Emphasizing the social dimension of scientific organizations: institutional evaluation at Mainz University

Uwe Schmidt and Christoph Rosenbusch

19 Tensions between professional and organizational development: towards meaningful evaluative practices for all

Bernadette Charlier

20 Evaluative practice and outcomes: issues at the institutional level

Veronica Bamber

Part Four: Self-evaluative practice

21 Self-evaluative practice: diversity and power

Veronica Bamber

22 Appreciative Inquiry as evaluation: enhancing and developing academic practice

Val Chapman

Conte

23 Evaluating a UK Centre for Excellence in Teaching and Learning: bottom-up evaluation in a top-down setting Alison Shreeve and Margo Blythman

24 ‘Tell us about it!’ Evaluating what helps students from diverse backgrounds to succeed at the University of the Arts London Alison Shreeve

25 Scholarly approaches to curriculum evaluation: critical contributions for undergraduate degree program reform in a Canadian context

Harry Hubball and Marion L. Pearson

26 Evaluative practice and outcomes: issues at the self-evaluative level

Veronica Bamber

Part Five: Overview

27 The practice turn: reconceptualising evaluation in higher education

Murray Saunders, Paul Trowler and Veronica Bamber

References

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