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Evaluation of Curricula in Higher Education

Author

Listed:
  • Christiane Spiel

    (University of Vienna)

  • Barbara Schober

    (University of Vienna)

  • Ralph Reimann

    (University of Vienna)

Abstract

Evaluation of teaching at universities is traditionally realized in terms of student ratings. Curriculum evaluation is rarely done in a systematic manner. More often, the emphasis is placed on a particular aspect, which is only of little help in terms of modifying education. A very prominent example is that of medical education. Here, evaluations of curricula primarily focus on new curricula by contrasting them to traditional ones. The article at hand deals with a different evaluation approach, in which five phases have to be considered and contrasting results to other teaching formats are not the main focus. In this article, the authors concentrate on the first phase (baseline evaluation) of the systematic evaluation of a medical curriculum. They describe several challenges of such an evaluation approach and illustrate the strategies used to overcome them. In addition, associated relevant empirical findings from this evaluation study are presented.

Suggested Citation

  • Christiane Spiel & Barbara Schober & Ralph Reimann, 2006. "Evaluation of Curricula in Higher Education," Evaluation Review, , vol. 30(4), pages 430-450, August.
    • Handle: RePEc:sae:evarev:v:30:y:2006:i:4:p:430-450
    DOI: 10.1177/0193841X05285077
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    References listed on IDEAS

    as
    1. Papineau, Danielle & Kiely, Margaret C., 1996. "Participatory evaluation in a community organization: Fostering stakeholder empowerment and utilization," Evaluation and Program Planning, Elsevier, vol. 19(1), pages 79-93, February.
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