Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Sign In to gain access to subscriptions and/or personal tools.
Active Learning in Higher Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Saunders, M. N. K.
Right arrow Articles by Williams, C. S.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

From evaluation towards an agenda for quality improvement

The development and application of the Template Process

Mark N. K. Saunders

Oxford Brookes University, UK, mnksaunders{at}brookes.ac.uk

Christine S. Williams

University of Gloucestershire, UK, cwilliams{at}glos.ac.uk

For many students and lecturers evaluation is confined to some form of survey. Whilst these can provide useful feedback, their focus is likely to reflect the values and norms of those commissioning and undertaking the evaluation. For real improvements in quality to occur both lecturers’ and students’ perspectives of factors that are important need to be made explicit and understood. Drawing upon literature relating to service quality and in particular the Service Template, this article outlines and evaluates an alternative approach for establishing students’ and lecturers’ perspectives, obtaining feedback and developing an agenda for improvement. Using the example of dissertation supervision, it is argued that a revised Template Process operating within a process consultation framework can meet these concerns. The article concludes with a discussion of the applicability of the Template Process to evaluating teaching and learning.

Key Words: evaluation • process consultation • quality • students and lecturers • Template Process

Active Learning in Higher Education, Vol. 6, No. 1, 60-72 (2005)
DOI: 10.1177/1469787405049944
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?