Higher Education Evaluation in Germany

Abstract

Quality assurance in the area of higher education has become a central issue among both politicians and scientists. University evaluations which refer to both research and teaching are an important element of quality assurance. The present contribution starts out by determining the different components of quality at universities according to different perspectives. In a second step, the authors take a closer look at evaluations in higher education and differentiate subjects and levels, as well as forms of university evaluation. On the basis of these theoretical-conceptual reflections, it is possible to sketch the different trends in the current practice of higher education evaluation in Germany. Here, the development seems to lead towards a growing significance of accreditation. The spheres of action in university evaluation comprise not only these procedures and agencies of accreditation, but also the evaluation of different faculties, and rankings, which have become increasingly influential in Germany. In a final part, the authors discuss current trends and challenges in higher education evaluation in Germany.

Characteristics of Master Teachers: German University Students’ Perceptions of High‐Quality Instruction

“…Evaluations are typically completed independently by the faculties (e.g., Faculty of Human Sciences) at each university, with individual instructors often constructing their own assessment instruments. In the past, the results from these evaluations have been published within the university, with some universities choosing to make them available to the public (Schmidt, Von Hippel, and Tippelt ). However, most universities now choose only to provide the results to individual instructors.…”