The Use of Performance Indicators in Higher Education: The Challenge of the Quality Movement. Third Edition. Higher Education Policy Series 34.

Autor/inn/en	Cave, Martin; Hanney, Stephen; Henkel, Mary; Kogan, Maurice
Titel	The Use of Performance Indicators in Higher Education: The Challenge of the Quality Movement. Third Edition. Higher Education Policy Series 34.
Quelle	(1997), (280 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-85302-345-0
Schlagwörter	Accountability; Educational Assessment; Educational Objectives; Educational Policy; Educational Quality; Evaluation Criteria; Foreign Countries; Higher Education; Input Output Analysis; Instructional Effectiveness; Models; Performance; Performance Factors; Research; Standards; United Kingdom + Suchen Sie Ihr Suchwort? Verantwortung; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Analogiemodell; Achievement; Leistung; Leistungsindikator; Forschung; Standard; Großbritannien
Abstract	This book gives an updated account of the present use and status of performance indicators (PIs)in British higher education, a decade after their controversial introduction into higher education policy. The first chapter explores some key issues in the development of PIs, noting that since their introduction as a largely, externally imposed government initiative, these policies have been incorporated into many levels of the management of higher education. This chapter also defines the various categories of PIs, relating them to the measurement of inputs and outputs in higher education. Chapter 2 provides an overview of recent experience in the United Kingdom, the United States, the Netherlands, Australia, Germany, Finland, Sweden, and Norway. Chapters 3 and 4 attempt a closer and more technical survey over a range of countries of the components of PIs of both teaching and research. Chapter 5 moves from analysis of what is now being proposed in different systems to proposed models of how they might be used within the United Kingdom, both by funding bodies and within institutions. Figures and tables summarize some of the model data and performance and research indicators. (Contains approximately 400 references.) (WD)
Anmerkungen	Taylor & Francis, 1900 Frost Road, Suite 101, Bristol, PA 19007-1598; phone: 800-821-8312; fax: 215-785-5515 ($34.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC