2011/IV. szám - Mérhető eredmény
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Foreword
Measurement is necessarily a normalization that results in abstractions from unique characteristics or specific contexts of the objects under examination. It reflects only some of their many colours. Its utility on the other hand lies in showing new dimensions by which we may understand these objects more. Numbers may be found easily to speak for some aspects of the whole of higher education sector or of each individual institution. The financial resources and expenditures, student and staff numbers, the used infrastructure etc are all explicable in numbers, even if these numbers still are open to interpretation. We may quantify even creativity in numbers of patents and the earned profit based on them or scientific output in various scientometric indexes. But how are we to account for the outcome of the learning-teaching process? This is another core activity of universities, and all other indicators without it may not provide a sufficient basis for strategic planning of institutions or for setting the rules of the whole sector.
Possible ways of accounting for the outcomes of learning-teaching process is in the focus of this current issue. We show how system of higher education that has significant diversity within, that is based on individual choice to a great extent, and that is providing alternative pathways at various points of the learning-teaching process can be measured in ways to provide expedient dimensions for understanding this process. We bring firsthand example of the methods used in the USA, which set the standards of the field. As a report on best practices in Hungary, we show a way how measurement of competences may provide a good language for communication between employers and universities. Even further, we have a thorough analysis of the acceptance of the quality assurance mechanism by learning outcome that were introduced lately in Hungary. In a workshop paper we examine the background of political-citizenship expertise - an important prerequisite for an intellectual elite position - in terms of civic competences. In our guest pages we continue with the regional analyses that were in the focus of our previous issue.
An outstanding scholar of the European higher education research, Ulrich Teichler introduces this issue in answering to our questions. He raises concerns about a strong underlying connection between performance measurement and the rising managerial perspective to higher education on the next pages. His short considerations are recommended before reading the articles in focus. It is true that HE is nothing like car manufacturing; we need to keep creativity, openness and self-reflection to set its goals and organize its processes. Competence measurements should not be taken as the sole and only indicators of performance, but they must not be left aside when shaping overall perceptions of it.
plicants' choice entering into higher education along with their perspective and motives in general.
Paszkál Kiss
editor-in-chief
- 1. Előszó, tartalom
- 2. Foreword
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