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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/6597
Title: De invloed van responsiviteit via elaboratie van een evaluatie op individueel niveau: attitude, motivatie en gedrag Een meervoudige casestudy naar de invloed van visitatie bij opleidingen van Hogeschool Windesheim
Authors: Uden van
Keywords: Key words: accreditation, evaluation, responsiveness, elaboration, attitude, attitude valence, attitude change, motivation, self-determination theory, behaviour, theory of reasoned behaviour, higher education Sleutelwoorden: accreditatie, evaluatie, responsiviteit, elaboratie, attitude, attitudevalentie, attitudeverandering, motivatie, zelfdeterminatie theorie, gedrag, theorie van beredeneerd gedrag, hoger onderwijs
Issue Date: 25-Jan-2015
Publisher: Open Universiteit Nederland
Abstract: Abstract Quality assurance in Dutch Higher Education has a six year cycle for each study programme. An independent committee elaborates on a critical reflection (written by employees of the study programme) and underlying documents. During a site visit this committee interviews delegations of employees, students and working field. The committee advises the Dutch Flemish Accreditation Organisation (NVAO) whether or not to accredit the programme. The NVAO decides on accreditation. This process aims at maintaining and fostering quality. All stakeholders invest very much time and energy in this accreditation process. It is therefore justified to investigate the effects of all the efforts. Mark & Henry (2004) designed an evaluation model consisting of the phases: evaluation input, evaluation activities, evaluation outputs general mechanisms and intermediate and long-term effects. Each phase consists of one or more concepts that can be combined in many ways, so called pathways, describing mechanisms via which influences of evaluations might work. This study focuses on evaluation outputs, general mechanisms and intermediate and long-term effects on an individual level. The main question in this study is: In which way causes evaluation output in the form of responsiveness via elaboration of the visitation report changes in attitude, motivation and behaviour of study programme managers of evaluated programmes of Windesheim University of Applied Sciences? The mechanisms are being empirically studies by using a multiple case study of six study programmes being accredited between 2011 and 2014. First of all responsiveness was being measured by comparing the judgements in the visitation report with the critical reflection and interviewing the programme managers about their appreciation of the judgements. Furthermore the managers were asked to reflect on the way they elaborated the visitation report and how this elaboration influenced their attitude, motivation and behaviour as manager of the study programme. The main conclusions in this study are:  Responsiveness and elaboration are not unambiguous related.  Elaboration via the central route relates to changes in attitude valence while elaboration via the peripheral route does not.  Elaboration via the central route correlates with extrinsic motivation in case the manager is permanent employed. Other influences of the visitation report on motivation could not been determined.  Elaboration via the central route causes changes in the managers’ behaviour while elaboration via the peripheral rout does not. Due to its scope this study has restrictions concerning validity and reliability. The results cannot be generalised to other universities, because of the case study character. The introspective and retrospective way programme managers reflect on their memories concerning the influence of the visitation report on their attitude, motivation and behaviour may cause an inaccurate report. Insufficient sources were available to check the managers’ reflections. This study recommends programme managers to be more explicit in the way they describe the strengths and weaknesses of the study programme in the critical reflection. Furthermore managers should share their experiences with the visitation and accreditation process with each other to benefit from these experiences. To improve the Mark & Henry model further research is recommended to add a concept as content in the category evaluation output. Key words: accreditation, evaluation, responsiveness, elaboration, attitude, attitude valence, attitude change, motivation, self-determination theory, behaviour, theory of reasoned behaviour, higher education Sleutelwoorden: accreditatie, evaluatie, responsiviteit, elaboratie, attitude, attitudevalentie, attitudeverandering, motivatie, zelfdeterminatie theorie, gedrag, theorie van beredeneerd gedrag, hoger onderwijs
URI: http://hdl.handle.net/1820/6597
Appears in Collections:MSc Management Science

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