The Impact of Research and Teaching Evaluation in Universities: Comparing an Italian and a Dutch case

Abstract

This article focuses on the impact of research and education evaluation on two universities: Trento State University (Italy) and the University of Amsterdam (The Netherlands). The article adopts a system approach to evaluation and proposes a model to describe and analyse evaluation systems. The analysis has been carried out by means of in-depth interviews with key decision-makers involved in the two universities. The analysis shows that many of the differences in impact can be linked to the different 'evaluation stages' the universities are currently in; the Italian university experiencing a number of novel effects, with the Dutch university reaping the benefits (and experiencing some problems) of having institutionalized evaluation practices.

Teacher’s self-assessment as a part of quality management

“…The impacts were observed on three levels: micro-level of the personnel (students, academics), mezzo-level of the organisational units (departments, faculties), macro-level of the system units (HEI system, national system of education); in focus on three areas: rewards, adjusting policies and structures, higher education culture changes. On the other hand, the particular components implied in the content of the term of quality assurance have not the same impact on the quality education (Minelli, Rebora & Huisman, 2006). As different research results have shown, the measure of their impact varies.…”

“…As a tool of the self-assessment of teachers in connection to teacher evaluation within the internal quality assurance system introduced at Constantine the Philosopher University in Nitra A 15 Lukáčová D., Hašková A. Methodology of teacher selfassessment and its use in quality management.…”

Fifteen Years ofQuality in Higher Education(Part Two)

“…A similar view resulted from a comparative study of Dutch and Italian institutional responses to external processes (Minelli et al, 2006). The two very different national and organisational backgrounds nonetheless resulted in a positive vision of how evaluation can contribute to the change process in universities.…”

Critical factors in the use of evaluation in Italian universities

“…It is no coincidence that each period started with a legislative measure since in a system like the Italian one, with its hegemonic administrative paradigm, the law is an inevitable expression of administrative action (Capano 2003, p. 786). The official conception of evaluation deduced from these laws is analysed as are the evaluation techniques employed, the characteristics of evaluation bodies and the impact of evaluation in universities, based on the conviction that the systemic nature of evaluation (Minelli et al 2006) requires multifaceted investigation.…”