Zeitschrift für Hochschuldidaktik Nr. 3/1997
Educating Doctors for the 21st Century
Lewis Elton | (London, UK)
Does Evaluation Improve Universities? The British Experience
Summary
Externally driven evaluation of teaching quality is beneficial for traditional universities, which previously lacked processes to ensure the quality of their teaching, but once the needs for such processes have been recognised and accepted, further external pressures tend to be counter productive and lead to institutional compliance. In the long run, universities must be trusted to want to maintain and improve their teaching quality through internal self-evaluation, although some external verification of the self-evaluation processes will always be needed. The move from external to internal evaluation creates dialectic tensions which can be exploited positively.
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