Having a look inside-out: impact of self-evaluation processes on quality assurance in higher education - the case of Unibe University
Having a look inside-out: impact of self-evaluation processes on quality assurance in higher education - the case of Unibe University
This study sets to investigate the use of self-evaluation mechanisms and processes as a device for improving quality in higher education. The study presents a single, longitudinal case study of a private university in the Dominican Republic and provides an account of how two self-evaluation processes helped in shaping a culture of self-reflection, quality awareness and actually improved some aspects of institutional performance. Most existing studies self-evaluations to date are grounded in the context of developed nations. This study therefore, aims to contribute to the existing literature on self-evaluation in higher education by exploring the experience of a private university in a developing nation.
The findings show that the self-evaluation processes acted as triggers of positive change and improved the quality of a number of institutional functions as well as helped develop an evaluation culture in the university. The study recommends a model for Self-evaluation Quality Culture as well as a framework for successful self-evaluation as a trigger of positive change.
Ortega, Vhyna
db789832-e9e5-4700-922e-91b477017758
October 2013
Ortega, Vhyna
db789832-e9e5-4700-922e-91b477017758
Rumyantseva, Natasha
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Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Ortega, Vhyna
(2013)
Having a look inside-out: impact of self-evaluation processes on quality assurance in higher education - the case of Unibe University.
University of Southampton, School of Education, Doctoral Thesis, 290pp.
Record type:
Thesis
(Doctoral)
Abstract
This study sets to investigate the use of self-evaluation mechanisms and processes as a device for improving quality in higher education. The study presents a single, longitudinal case study of a private university in the Dominican Republic and provides an account of how two self-evaluation processes helped in shaping a culture of self-reflection, quality awareness and actually improved some aspects of institutional performance. Most existing studies self-evaluations to date are grounded in the context of developed nations. This study therefore, aims to contribute to the existing literature on self-evaluation in higher education by exploring the experience of a private university in a developing nation.
The findings show that the self-evaluation processes acted as triggers of positive change and improved the quality of a number of institutional functions as well as helped develop an evaluation culture in the university. The study recommends a model for Self-evaluation Quality Culture as well as a framework for successful self-evaluation as a trigger of positive change.
Text
Full PhD Vhyna Ortega Sept 2013 FINAL Jan 2014.pdf
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More information
Published date: October 2013
Organisations:
University of Southampton, Southampton Education School
Identifiers
Local EPrints ID: 363749
URI: http://eprints.soton.ac.uk/id/eprint/363749
PURE UUID: 6eae6d6b-3a4f-4068-8ce5-9ce74061cbaf
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Date deposited: 09 Apr 2014 11:14
Last modified: 21 Nov 2021 03:03
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Contributors
Author:
Vhyna Ortega
Thesis advisor:
Natasha Rumyantseva
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