Dissertation: Hochschulcontrolling

Hochschulcontrolling

Bezugsrahmen und Instrumente zur Sicherung der Lehreffektivität

Buch beschaffeneBook-Anfrage

LEHRE & FORSCHUNG – Hochschule im Fokus.
Interdisziplinäre Schriftenreihe zu Hochschulbildung, Hochschulleben, Hochschulmanagement und Hochschulpolitik
, volume 21

Hamburg , 310 pages

ISBN 978-3-8300-7810-4 (print) |ISBN 978-3-339-07810-0 (eBook)

About this book deutschenglish

Controlling (aka managerial accounting) at universities is supposed to increase their effectiveness and efficiency. Further, it is supposed to bring transparency into offered services. So far, methods and instruments of controlling have not been used to support teaching at universities; the book “Hochschulcontrolling – Bezugsrahmen und Instrumente zur Sicherung der Lehreffektivität (= Controlling of Universities – Framework and Instruments for Ensuring the Effectiveness of Teaching)“ is a contribution for eliminating this deficit.

In the first chapter of the book, the reader learns about the social relevance of teaching and the necessity for generating concepts and instruments for its improvement.

Chapter 2 is dedicated to the development of a controlling framework for ensuring the effectiveness of teaching in academic programs and single courses. At first, basics of controlling and higher education are described and defined. Secondly, a comprehensive state of the art analysis on the topic “Hochschulcontrolling“ (= controlling of universities) is conducted. Finally, the controlling framework is developed. The framework differentiates between the level of an academic program and single courses. On both levels, the phases of “design“, “evaluation“ and “critical reflection“ can be distinguished; each of those phases can be seen as a starting point for controlling.

The following two chapters look at different phases of the framework in more detail. Chapter 3 focuses on the design of an academic program, with emphasis on the process of developing and defining its objectives. Students are the main stakeholder of teaching. Therefore, their objectives are hierarchically structured, based on decision theory. Further, an empirical study and its results are described. In this study, 1,176 students from business economics programs (undergraduate and graduate) of six German universities were asked to identify their objectives via an online questionnaire. This approach’s results can be used by students to identify their study strategies, can help in the process of (re-)accreditation of academic programs, can help to improve academic programs and can identify types of students. This chapter is completed with considerations on how the presented approach can be developed into an instrument for identifying and weighting student’s objectives for regular use at universities.

The subject of chapter 4 is the support of a course’s evaluation. As an alternative to the (mostly) satisfaction-oriented evaluations of teaching, a model of service theory is used to develop a more comprehensive evaluation instrument. The model’s structure is transferred to an individual course and an evaluation instrument is developed. This instrument consists of an interview guideline, an observation sheet, and a questionnaire for students. The usability of the instrument is demonstrated to the reader in an empirical study in which eleven courses are evaluated. The presented results show that teachers’ awareness for explaining and communicating the courses’ objectives can be raised by the evaluation instrument. In addition, the results of the evaluation mainly support the teachers’ process of reflection, which enable them to change and improve their courses.

Finally, chapter 5 gives a summary as well as implications and limitations of the presented research.

Ihr Werk im Verlag Dr. Kovač

Bibliothek, Bücher, Monitore

Möchten Sie Ihre wissenschaftliche Arbeit publizieren? Erfahren Sie mehr über unsere günstigen Konditionen und unseren Service für Autorinnen und Autoren.