SQELT (Sustainable Quality Enhancement in Higher Education Learning and Teaching)

It's about basic elements of performance assessment in higher education including a working definition of performance indicators, a networked conceot of Quality Literacy and related indicator models.

The presentation proposes a comprehensive set of performance indicators for HE learning and teaching in sustainable development.

The article investigates in performance data governance and management (PDGM) of learning and teaching in higher education institutions. The analysis is based on an Erasmus+ Strategic Partnership spreading out over nine European countries. An intensive case study is carried out including generic results about basic elements and desiderata of PDGM. Among other things, this case study is based on focus group interviews and strategic SWOT analyses. The study makes clear that two basic elements of PDGM are its systematic policy and a comprehensive performance indicator set. The main desiderata of PDGM emerging from the case study are: the ex-ante clarification of success prospects of PDGM; the leadership engagement; a reflected understanding and practice of PD(G)M; a reflected PDGM ethics; and an adequate financial climate.

See also https://www.evalag.de/sqelt/ and https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-de-tails/#project/b8a93e06-2000-4a82-9fac-90b3bcacadec

From the blurb: "This volume works towards overcoming the lack of systematic impact evaluation in higher education, particularly analyses which are not restricted to ex-post gathered data and expert assessments. The introductory chapter elucidates the motivation and objective of impact analyses of QM in HEIs and provides an overview of the volume’s other contributions. One chapter reflects on success factors and un-/intended effects of QM, while another one analyses more discoursive ways of evidence-informed guidance of QM policies which are complementary to rigorous impact studies. Five chapters investigate QM effectiveness in HEIs by ex-post and simultaneous impact evaluation in European case studies, including assessments of students, teachers, quality managers, and institutional leadership. The case studies comprise universities from Germany, Spain, Finland, and Romania. The final chapter reports a SWOT analysis of impact evaluation of QM in HEIs, which is suggested as a tool for bridging the notorious gap between the demanding methodology of impact evaluation and its proper implementation." This book was originally published as a special issue of the European Journal of Higher Education.

In contemporary knowledge societies, performance indicators are an indispensable element of sustainable quality management and enhancement through monitoring and evaluating quality performance of higher education institutions. It is argued that learning and teaching quality in higher education should be approached in a holistic way, namely across the four subdomains of learning and teaching environment, teaching processes, learning processes and learning outcomes and their assessment. performance indicators related to these areas must align with a synoptic understanding of learning and teaching comprising behavioural, information processing, cognitive, social (constructivism) and humanistic theories of learning. Selected issues from a comprehensive set of about 280 performance indicators for learning and teaching are presented and contextualised. The indicators set resulted and emerged from critical reflection of research literature and explorative surveys of various informed and engaged stakeholders, from 14 public European universities, and a general theory of learning and teaching.