Title

Why so evasive about evaluation in Higher Education?

Date of this Version

1-1-2014

Document Type

Book Chapter

Publication Details

Citation only

Kinash, S., Herbert, J., & Lawson, R. (2014). Why so evasive about evaluation in Higher Education? In S. Kalliola (Ed.), Evaluation as a tool for research learning and making things better (pp.267- 285). Cambridge Scholars Publishing: United Kingdom.

Access the publisher

© Copyright, Satu Kalliola & The Authors, 2014

ISBN

978-1-4438-5637-9

Abstract

Evaluation plays a central role in higher education. Within universities data is collected, analysed and reported, audits are conducted and decisions about accreditation are made. However, there are few conferences, books, joumals and departments dedicated to the specific topic of higher education evaluation. The scholar looking to inquire into content in this area must search around the periphery for papers on themes including: (1) quality; (2) graduate attributes; (3) assurance of learning; and (4) student feedback. This chapter defines each of the four themes in the context of higher education evaluation, elaborating at greatest length on assurance ofleaming, due to recent Australian research in this area. The chapter concludes with an overall synthesis of the state of higher education evaluation and a position as to why the term evaluation is not used to depict the enterprise.

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This document has been peer reviewed.