Summative quality assurance systems: not good enough for quality enhancement
Roy Andersson, Anders Ahlberg and Torgny Roxå
In this chapter we scrutinise an elaborate institutional quality assurance model, with aspirations to develop a quality culture which aims to improve student learning, in order to discuss general issues of teaching and learning evaluation strategies. Our analysis suggests that summative student evaluations are useful for institutional quality assurance and quality enhancement at study programme level. However, they appear less efficient for quality enhancement at course module or subject discipline level, that is the loci of teaching and learning. To support quality enhancement of teaching and learning, iterative ...