A method for evaluating research using both quantitative and qualitative analysis is presented. It is proposed as useful for a variety of evaluation needs including large-scale projects, acquisition of expensive equipment, and nomination of scientists to important positions. It is seen as especially useful for evaluation in small entities. (MSE)

A study of the use of performance indicators in assessing the quality of higher education investigated the potential contribution to quality control of 17 indicators. It is concluded that of the 17, only 7 have high or medium impact, while 10 have low to marginal impact. Concerns regarding government use of performance indicators intended for…

The use of performance evaluation and performance indicators in Finland is reviewed, and a study of Finnish researchers' perceptions and attitudes about them is discussed. Three conclusions emerged from the study: (1) departmental indicators should be developed; (2) publications are not a bad measure of performance; and (3) most scientists support…

A discussion of institutional and program evaluation in higher education focuses on the need for congruence between the purposes of the assessment and the procedures used to accomplish it. The factors relating to success in evaluation are examined, with special attention given to those that promote improvement. (Author/MSE)

A discussion of external evaluation of a college or university program or unit looks at two different approaches used in the United States for accreditation purposes--standards of good practice and competency-based learning and review. Methods of maintaining consistency and eliminating bias are examined briefly. (MSE)

A Canadian public higher education official comments on the use of performance indicators for evaluating and funding higher education institutions. Focus is on putting the controversy over their use into perspective by narrowing the issues and arguments, clarifying them, and acknowledging inherent limitations of performance indicators. (MSE)

The quality assessment process for Australian universities is examined, including its impact on quality improvement, whether judging quality at the institutional level is too coarse a measure to give accurate results, some alternatives, and whether the whole institution approach may lead to greater external interference in institutional affairs.…

Australia's recent experience with performance indicators for evaluation and funding of higher education institutions suggests principles concerning: selecting appropriate, relevant, and reliable indicators; providing expert judgment in interpretation of indicators; considering institutional context and priorities; providing incentives for good…

Protocols for evaluating programs in Quebec universities are described. The evolution of the system is reviewed, and policies and procedures for assessing both new and existing programs, both internally and externally, are outlined. (MSE)

First, the role of the association of universities in the Netherlands in external institutional evaluation is examined. Then, three basic tenets of program assessment are discussed: (1) university programs must be of academic quality; (2) program content must not be too compressed; and (3) programs should be challenging for students. (MSE)

Discussion of performance indicators, used for evaluation and funding of higher education institutions by some governments, looks at what is meant by the term and their role in government-institutional relations. A series of propositions for their definition and use are offered, with supporting information drawn from the experiences of different…

The program on Institutional Management in Higher Education of the Organisation for Economic Cooperation and Development has been exploring international use of performance indicators for evaluating higher education institutions. The concept's historical context and evolution, findings of a task force, and importance of institutional context in…

Discussion of the evaluation of university faculty compares assessment that leads to judgment of performance (summative) and appraisal concerned with providing useful feedback (formative). Characteristics of each approach are considered, including purpose, criteria, review procedures, evaluators, recipients of results, timing, and follow-up.…

This article proposes that college students will contribute most effectively to institutional assessment efforts if they understand how meaningful their input is. This can be accomplished if the assessment system is compassionate, considerate, convenient, communicated clearly, cohesive, understandable, concise, committed, attributes improvements…

Discussion of systematic faculty evaluation for performance and career development looks at government policy changes in the United Kingdom and compares two institutional programs. The City University of Hong Kong views the faculty performance plan/appraisal as its contribution to the institution; the University of Glasgow (Scotland) treats the…