Ranking Quality in Higher Education: Guiding or Misleading?

Autor/inn/en	Bergseth, Brita; Petocz, Peter; Abrandt Dahlgren, Madeleine
Titel	Ranking Quality in Higher Education: Guiding or Misleading?
Quelle	In: Quality in Higher Education, 20 (2014) 3, S.330-347 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2014.976419
Schlagwörter	Foreign Countries; Higher Education; Educational Quality; Educational Assessment; Comparative Analysis; Colleges; Reputation; Institutional Characteristics; Achievement Rating; Institutional Evaluation; Qualitative Research; Statistical Analysis; Predictor Variables; Measures (Individuals); Health Education; Health Services; Health Occupations; Sweden + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Quality of education; Bildungsqualität; Education; assessment; Bewertungssystem; College; Hochschule; Fachhochschule; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Qualitative Forschung; Statistische Analyse; Prädiktor; Messdaten; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Health service; Gesundheitsdienst; Gesundheitswesen; Gesundheitsberuf; Schweden
Abstract	The study examines two different models of measuring, assessing and ranking quality in higher education. Do different systems of quality assessment lead to equivalent conclusions about the quality of education? This comparative study is based on the rankings of 24 Swedish higher education institutions. Two ranking actors have independently assessed the quality of these institutions during the same year. The analysis focuses on the concepts of quality on which the rankings are based, the choice of quality indicators, as well as methods, data sources and assessors. Although both actors base their rankings on the same overarching definition of quality, their conclusions do not correspond. The statistical method applied in this review, Bland-Altman analysis, indicates no significant agreement between the qualitative and quantitative measurements of quality in higher education. On the contrary, in several cases there are remarkable differences. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10