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Utvärdering som stöd för förändring av högre utbildning: produktkontroll eller stöd för lärande
Umeå University, Faculty of Social Sciences, Department of Education.
2007 (Swedish)In: Studies in Educational Policy and Educational Philosophy: Läsrum, Artikel 2007:1, ISSN 1652-2729, no 1, 1-17 p.Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Uppsala: the Research Unit for Studies in Educational Policy and Educational Philosophy , 2007. no 1, 1-17 p.
URN: urn:nbn:se:umu:diva-25910OAI: diva2:234781
Available from: 2009-09-10 Created: 2009-09-10 Last updated: 2013-06-10Bibliographically approved
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

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Fjellström, Mona
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