Evaluating Evaluators [electronic resource] : An Evaluation of Education in Germany /
Harris-Huemmert, Susan.author.
How do evaluators of higher education go about their work? How are groups of evaluators put together? How do they reach consensus on the criteria of quality in the discipline or degree programme under examination? What problems do evaluators encounter and how do they resolve them? Susan Harris-Huemmert investigates these questions in this detailed case study of an evaluation commission that inspected education departments in the German state of Baden-Württemberg (universities and teacher-training colleges) during 2003/2004. This work takes up not only topics germane to evaluators of higher education, but also illustrates the politics and contextual issues surrounding the discipline of education in Germany during the first decade of the 21st century. The book will be of interest to education researchers, students of evaluation, peer reviewers and those working in higher education quality assurance.
Description based upon print version of record.
Acknowledgments; Abstract; Contents; List of Figures; List of Tables; Glossary; 1 Introduction; 1.1 Thesis rationale; 1.2 Research questions; 1.3 Methodological and theoretical background; 1.4 Outline of the study; 1.5 Contribution of the study; 2 Evaluation and quality in German higher education; 2.1 The German university and Educational Science contextualised; 2.1.2 Concepts of the university in brief; 2.2 Educational Science in German higher education; 2.3 Notions of 'quality' in higher education; 2.4 Stakeholders in HE and their attitudes towards accountability
2.5 Definitions of evaluation2.6 The habitus of the evaluator; 2.7 Professors within the dichotomy of egalitarianism and elitism; 2.8 The influence of Dutch evaluation methodology in German HE; 2.9 An analysis of the German HE evaluation landscape; 2.10 Political factors in association with German HE evaluation; 2.11 The influence of PISA and the Bologna Process on German HE; 2.12 The evaluation landscape in Germany; 2.13 Evaluation agencies and the significance of their launch date; 2.14 The history of the; 2.15 Evalag's evaluation methodology
2.16 The impact of higher education evaluation in Germany 2000-20042.17 Background to evaluation of; 2.18 Summary; 3 Theory and Methods; 3.1 Theoretical framework; 3.1.1 Phenomenology and decision-making theory; 3.2 Using qualitative methods; 3.2.1 Case study method; 3.2.2 Emic and etic perspectives; 3.3 Reason for not conducting pilot study; 3.4 Gaining overarching access; 3.5 Archival research; 3.5.1 Methods; 3.5.2 Limitations; 3.6 Reason for conducting retrospective analysis; 3.7 Method of interviewing agency employees; 3.7.1 Method of interviewing evaluators
3.7.2 Duration, location, and number of interviews3.7.3 Choice of interview partner / sampling; 3.7.4 Interviewing elites: culture and the researcher; 3.7.5 Limitations of participant recall; 3.7.6 Ethical considerations regarding interviews; 3.7.7 Method of interview data analysis; 3.8 Summary; 4 The Chronology of the Evaluation; 4.1 First steps into documentary research; 4.2 The historical background preceding evaluation 2003/2004; 4.3 Preparing the; 4.4 The Ministry's criteria for selection of experts; 4.5 The context preceding the constitutional meeting 16 April 2003
4.6 The constitutional meeting 16 April 20034.7 The compilation of questionnaires A and B for the self-report; 4.7.1 Professor Phillips's comments on the draft questionnaire of 10 April 2003; 4.8 Interim organisational details; 4.9 Preparations in advance of the plenary meeting 25 September 2003; 4.9.1 The plenary meeting 25 September 2003; 4.10 Towards determining evaluation criteria for; 4.11 Interim correspondence and proceedings prior to onsite visits; 4.12 The Ulm Declaration 2001; 4.13 The allocation of experts to HEIs for onsite visits
4.14 Developing evaluation criteria for judging the quality of research
Includes bibliographical references.
How do evaluators of higher education go about their work? How are groups of evaluators put together? How do they reach consensus on the criteria of quality in the discipline or degree programme under examination? What problems do evaluators encounter and how do they resolve them? Susan Harris-Huemmert investigates these questions in this detailed case study of an evaluation commission that inspected education departments in the German state of Baden-Württemberg (universities and teacher-training colleges) during 2003/2004. This work takes up not only topics germane to evaluators of higher education, but also illustrates the politics and contextual issues surrounding the discipline of education in Germany during the first decade of the 21st century. The book will be of interest to education researchers, students of evaluation, peer reviewers and those working in higher education quality assurance.

Education.
Education, general.