Impact Evaluation of Quality Management in Higher Education

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. Since (higher) education is more important than ever in knowledge societies, high priority should be ascribed to quality management (QM) in higher education institutions (HEIs). Consequently, impact evaluation of QM effectiveness is indispensable because it generates the knowledge required for quality (management) improvement.

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.

Theodor Leiber is a Higher Education Researcher with the Evaluation Agency Baden-Wuerttemberg, Germany, and Associate Professor of Philosophy at the University of Augsburg, Germany. He has doctoral degrees in Theoretical Physics and Philosophy, and a habilitation in Philosophy. His research and teaching focus on evaluation, impact studies, performance measurement and governance, and quality management and organisational development in higher education, as well as philosophy of science and ethics.