Evaluating evaluators. An evaluation of education in Germany.

Autor/in	Harris-Huemmert, Susan
Titel	Evaluating evaluators. An evaluation of education in Germany. Gefälligkeitsübersetzung: Bewertung der Gutachter. Eine Evaluation des Bildungswesens in Deutschland.
Quelle	Wiesbaden: VS Verl. für Sozialwiss. (2011), 300 S. PDF als Volltext Link als defekt meldenVerfügbarkeit Zugl.: Oxford, Univ., Diss., 2009.
Reihe	VS research
Beigaben	grafische Darstellungen; Literatur- und URL-Angaben S. 267-280
Zusatzinformation	Inhaltsverzeichnis Klappentext
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-531-17783-0; 978-3-531-92771-8
DOI	10.1007/978-3-531-92771-8
Schlagwörter	Erziehungswissenschaft; Evaluation; Evaluationsforschung; Fallstudie; Interview; Methodologie; Einstellung (Psy); Entscheidung; Selbstkonzept; Leistungsbeurteilung; Lehre; Arbeitstechnik; Hochschulbildung; Universität; Pädagogische Hochschule; Teilnehmer; 21. Jahrhundert; Analyse; Bewertung; Dokument; Hochschulschrift; Organisation; Problem; Qualität; Qualitätssicherung; Theorie; Verfahren; Archiv; Institution; Kommission; Baden-Württemberg; Deutschland
Abstract	"This thesis is an empirical qualitative case study of the work of an evaluation commission which was established by the Ministry of Culture, Research and Art in the German state of Baden-Württemberg in 2003 to undertake a cross-sectional examination of the quality of teaching and research in universities and teacher training colleges offering courses in Educational Science (Erziehungswissenschaft). Although much literature on evaluation methods and models exists, little addresses the minutiae of evaluation work through the eyes of those doing it. This study therefore aims to augment this knowledge by examining the attitudes, experiences and difficulties which evaluators face. It contributes to the discourse on evaluation theory and practice by providing suggestions for what might help to improve decision-making processes in this particular environment. Informed by phenomenological theory, this exploratory study also uses decision-making theories as a means of providing knowledge on both individual and organisational issues which can augment our understanding of how expert commissions work: the social, political and cultural mechanisms that are involved, and the techniques that evaluators employ in order to provide institutions with an objective, fair, trustworthy and reliable evaluation report. This research constitutes a contribution to the discourse on ways of improving quality assurance in higher education on a broader scale, not just within the context of German higher education. It also offers insight into the discipline of Educational Science itself and the notion of competing research paradigms, which have an impact on the way the discipline perceives itself. The study is broadly divided into three main sections. The first contextualises the history of higher education evaluation, specifically within the German context. It examines the changing idea of the university and notions of quality within this particular environment. The evaluation is also introduced within the context of Baden-Württemberg. The second section explores the evaluation by examining the documents available in the evalag agency archive in Mannheim, thereby facilitating an understanding of the background to the commission and the processes which the evaluators underwent as work progressed. The third provides insight into what the evaluators themselves thought of the process and is based on interview analysis. The thesis concludes with a brief survey of more recent developments in quality assurance in Germany." (author's abstract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2011/4