Discourse-Based Evaluation and Quality Management in Higher Education Institutions: A German-Vietnamese Case Study of the Collegial Audit

Autor/inn/en	Schmidt, Uwe; Chau, Ly Thi Minh; Dagdagan, Jacqueline; Fuhrmann, Michaela; Lam, Dao Phong; Niedermeier, Frank; Köhler, Anke
Titel	Discourse-Based Evaluation and Quality Management in Higher Education Institutions: A German-Vietnamese Case Study of the Collegial Audit
Quelle	In: Quality in Higher Education, 26 (2020) 2, S.156-173 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmidt, Uwe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2020.1762297
Schlagwörter	Case Studies; Audits (Verification); Universities; International Cooperation; Evaluators; Cultural Differences; Foreign Countries; Educational Quality; College Administration; Quality Assurance; Institutional Evaluation; Feedback (Response); College Faculty; Accreditation (Institutions); Germany; Vietnam + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; University; Universität; Internationale Kooperation; Internationale Zusammenarbeit; Kultureller Unterschied; Ausland; Quality of education; Bildungsqualität; College administrators; Hochschulverwaltung; Qualitätssicherung; Fakultät; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Deutschland
Abstract	This article presents experiences and conclusions of an audit approach that focuses on the thesis that universities can gain most from external impulses when actively acquired and adapted by participants. This approach dubbed 'collegial audit' refers to the idea of autopoietic systems according to Luhmann and the consideration that systems do not influence but rather irritate each other. Discussed in this article are shared experiences with the collegial audit approach from a cooperation project between two German and two Vietnamese universities. The main finding is that the collegial audit contributes to an exchange among reliable partners on equal terms, as the change in the role of the external parties from evaluators to questioners has strengthened the actors' readiness to reflect. The cultural differences of the participating universities were challenging but proved to be conducive to the idea of irritation provoking reflection on adaptation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01