Performance data governance and management of learning and teaching in higher education: the SQELT project

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2022-01-02 DOI:10.1080/13538322.2021.1951438

T. Leiber

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引用次数: 1

Abstract

This special issue of Quality in Higher Education is dedicated to the theme of Performance Data Governance and Management (PDGM) of Learning and Teaching in Higher Education. The seven articles deal with the achievements, success and desiderata of PDGM at six European universities from Austria, Belgium, Italy, Poland, Portugal and the United Kingdom and beyond. The articles arose from work done in the Erasmus+ project SQELT (Sustainable Quality Enhancement in Higher Education Learning and Teaching) that gathered ten institutional partners from nine European countries in a Strategic Partnership (SQELT, 2020). More specifically, the authors of the special issue came from eight European universities, an evaluation and quality assurance agency and a policy research centre. The SQELT project investigated PDGM in learning and teaching of higher education including its policy and core elements, for example a PDGM policy, an ethical code of practice for data analytics and a comprehensive performance indicator set. These and further relevant elements are not per se completely novel. However, at many higher education organisational places they are still often not fully known or only present in rudimentary ways related to pronounced island approaches in PDGM, which are not exactly a proof of systematic organisational effectivity and efficiency. Therefore, it was the intention of the SQELT project to produce, as far as possible with such limited resources, a systematic and integrated approach to PDGM matters that should support the universities of the partnership as well as any other interested university to improve their PDGM systems. In the light of notorious success factors of quality management and evidence-informed organisational development in higher education institutions (Leiber, 2019b, 332ff.), benchlearning and strategic SWOT analyses related to the SQELT university project partners’ actual PDGM approaches exhibited the need of several initiatives of evidence-informed organisational development to further develop, improve and refine their PDGM models. Particularly, the sample PDGM models showed the following four main organisational transformation needs. First, procedures of data processing and communication, software platforms and responsible bodies for collecting and interpreting performance indicators must be further developed to improve quality as well as usability and

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高等教育学与教绩效数据治理与管理:SQELT项目

本期《高等教育质量》特刊致力于探讨高等教育学与教的绩效数据治理与管理(PDGM)这一主题。这七篇文章涉及了PDGM在奥地利、比利时、意大利、波兰、葡萄牙和英国等六所欧洲大学的成就、成功和期望。这些文章源于Erasmus+项目SQELT(高等教育学习和教学的可持续质量提高)所做的工作，该项目聚集了来自9个欧洲国家的10个机构合作伙伴，建立了战略伙伴关系(SQELT, 2020)。更具体地说，这期特刊的作者来自8所欧洲大学、一个评估和质量保证机构以及一个政策研究中心。SQELT项目调查了PDGM在高等教育学习和教学中的作用，包括其政策和核心要素，例如PDGM政策、数据分析的道德规范和综合绩效指标集。这些和进一步相关的元素本身并不是完全新颖的。然而，在许多高等教育机构中，它们仍然经常不被完全了解，或者只是以与PDGM中明显的孤岛方法相关的基本方式存在，这并不能完全证明系统的组织有效性和效率。因此，SQELT项目的目的是尽可能利用有限的资源，为PDGM事务提供系统和综合的方法，以支持合作伙伴关系的大学以及任何其他感兴趣的大学改进其PDGM系统。鉴于高等教育机构中质量管理和循证组织发展的臭名昭著的成功因素(Leiber, 2019b, 332ff.)，与SQELT大学项目合作伙伴的实际PDGM方法相关的基准学习和战略SWOT分析表明，需要一些循证组织发展的举措来进一步发展、改进和完善他们的PDGM模型。特别是，样本PDGM模型显示了以下四个主要的组织转型需求。首先，必须进一步制定数据处理和通信程序、软件平台和收集和解释绩效指标的负责机构，以提高质量和可用性

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.