Change search
ReferencesLink to record
Permanent link

Direct link
A Learner-Focused Evaluation Strategy: Developing Medical Education through a Deliberative Dialogue with Stakeholders
Umeå University, Faculty of Social Sciences, Department of Education.
2008 (English)In: Evaluation, ISSN 1356-3890, Vol. 14, no 1, 91-106 p.Article in journal (Refereed) Published
Place, publisher, year, edition, pages
London: Sage , 2008. Vol. 14, no 1, 91-106 p.
URN: urn:nbn:se:umu:diva-25900DOI: 10.1177/1356389007084678OAI: diva2:234692
Available from: 2009-09-10 Created: 2009-09-10 Last updated: 2013-04-25
In thesis
1. Utvärdering för utveckling av utbildning: Med sikte på delaktighet och deliberation
Open this publication in new window or tab >>Utvärdering för utveckling av utbildning: Med sikte på delaktighet och deliberation
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this thesis is to explore how evaluation can support higher education development. The thesis addresses the current use of evaluation machines (Dahler-Larsen, 2012b) in relation to the distinctive features of higher education development. Evaluation and educational change are discussed from a social constructivist perspective. Key concepts are: evaluation as a context sensitive process with the purpose of understanding and assessing the value of education (Elliott & Kushner, 2007), participation (Whitmore, 1998) and deliberation (Gutman & Thompson, 2004). The thesis rests on a collection of four articles, three of them based on data originating from a longitudinal case study. This case study explores a participative stakeholder evaluation that was employed as a strategy to support the development of an undergraduate medical programme at a Swedish university. Empirical data were gathered through a literature review, interviews with ten stakeholders, logbook notes from the evaluation and development process and lastly evaluations conducted of the study programme.

By highlighting the complexity of educational work and the expectations of the medical profession, the evaluation strategy studied contributed to the creation of a qualified and nuanced development process. It also illuminated an evaluation process that is more associated with learning than with quality enhancement. The practice-near and language sensitive process supported the creation of a community of practice promoting dialogue, critical enquiry, educational conversations and enlightenment. The commitment to cooperation, dialogue and enlightenment was, however, constantly threatened by a higher education culture that is increasingly characterized by productivity and efficiency.

The analysis suggests that the complex context of higher education calls for more varied evaluation strategies characterized by holistic perspectives, enlightenment and local ownership. Evaluations that provide answers to crucial questions are a prerequisite for change in higher education. Giving teachers responsibility for the process should develop both their ability to conduct educational evaluations, to work with educational development and ultimately facilitate definitions of educational quality specific to education.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2013. 89 p.
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 105
deliberation, evaluation, higher education, participation, stakeholders
National Category
Research subject
urn:nbn:se:umu:diva-68702 (URN)978-91-7459-573-4 (ISBN)
Public defence
2013-05-17, Humanisthuset, Hörsal E, Umeå Universitet, Umeå, 10:00 (Swedish)
Available from: 2013-04-26 Created: 2013-04-23 Last updated: 2013-04-26Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Fjellström, Mona
By organisation
Department of Education
In the same journal

Search outside of DiVA

GoogleGoogle Scholar
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Altmetric score

Total: 97 hits
ReferencesLink to record
Permanent link

Direct link