Performance indicators in higher education quality management of learning and teaching: lessons from a benchlearning exercise of six European universities

The article presents results of an Erasmus+ project that aimed at suggesting a comprehensive performance indicator set for learning and teaching. Based on a benchlearning exercise among the six project universities, the article presents findings of an exploratory research on the assessment of the de...

Full description

Saved in:
Bibliographic Details
Published in:Quality in higher education 2022-01, Vol.28 (1), p.82-105
Main Authors: Barbato, Giovanni, Bugaj, Justyna, Campbell, David F.J., Cerbino, Roberto, Ciesielski, Piotr, Feliks-Długosz, Agnieszka, Milani, Manuela, Pausits, Attila
Format: Article
Language:English
Subjects:
College Instruction
Colleges & universities
Educational Indicators
Educational Quality
Educational tests & measurements
Foreign Countries
Higher Education
Holistic Approach
Learning
learning and teaching
Management Systems
performance indicators
quality management
Quality of education
Stakeholders
Teacher Effectiveness
Teaching
teaching quality
Universities
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The article presents results of an Erasmus+ project that aimed at suggesting a comprehensive performance indicator set for learning and teaching. Based on a benchlearning exercise among the six project universities, the article presents findings of an exploratory research on the assessment of the developed indicator set by members of four stakeholder groups (leadership, quality management staff, teachers, students). It emerges that learning and teaching quality should be assessed through a holistic approach, though some learning and teaching domains (competences and learning outcomes) appear more important for learning and teaching quality enhancement. Perception on the usefulness of the project's performance indicator list varies considerably among different stakeholders, influenced by both external factors and consolidated internal practices. Moreover, findings highlight a modest awareness of how learning and teaching quality is assessed. The project results may be a diagnostic instrument or a strategic opportunity to complement existing institutional and national quality management systems in learning and teaching.
ISSN:1353-8322
1470-1081
DOI:10.1080/13538322.2021.1951456