Diss. Universiẗat Klagenfurt, 2006.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 401-408).

Thesis (Ph.D.)--University of Tulsa, 1994. / Includes bibliographical references (leaves 100-118).

Thesis (Ph.D.)--University of Tulsa, 1994. / Includes bibliographical references (leaves 100-118).

This study examined the quality of English language programmes at Libyan universities and in particular at Tripoli University, in order to identify the factors that have contributed to the decline in standards of students studying English at degree level. The motivation behind selecting this topic area is that English language programme at Tripoli University is dated and not fit for purpose. Thus English programmes are in need of major changes to improve students’ language skills. There is a broad literature on the need for research on language programme evaluation across many parts of the world. Many educational systems and teaching institutions undertake periodic evaluation of their programmes. Many key authors agree on the importance of evaluation and argue that evaluation is more than just the collection of information and data, it involves making judgements about the worth, merit or value of a programme. Programme evaluation is also a form of validation process to find out if the assessed programme is fit for purpose and meets the students’ needs and expectations. This study adopted a mixed methods approach as relying on one single research approach and strategy would reduce the effectiveness of this study. The rationale for adopting a quantitative and qualitative research approach is related to the purpose of the study, the nature of the problem and research questions. Thus quantitative data were collected through questionnaires involving (300) students at Tripoli University (Libya) and was analysed using SPSS. This was supported by qualitative data using semi-structured interviews involving eight lecturers at Tripoli University using content analysis. The findings revealed that most of the students recognise the need for radical changes to revamp the language programme to address the decline of English language skills. Students are aware of their inadequate English standards, as the findings showed that a majority of students had positive attitudes and were highly motivated to learn the English language. The conclusions indicated that the English language programme has major shortcomings that need to be addressed such as resources, teaching and learning facilities, training workshops for staff development and insufficient library resources. The results also clarified that the English language programme needs to be evaluated on a regular basis in order to assess its effectiveness in order to enhance the quality of education. The study makes suggestions that will have implications for improvement and development for the English language programme. A framework is proposed to reform and revamp the English language programme. This study contributes to raise awareness regarding the importance of evaluating English language programmes, to allow decision-makers to take necessary steps to promote the English language. This study also makes a theoretical contribution by expanding the literature on the research topic which is Quality assessment English language programmes at Libyan Universities. It also raises awareness about the root causes of the decline of English language standards.

Thesis (Ph.D.)--Indiana University, 2008. / Department of Philanthropic Studies, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): David A. Reingold, Debra Mesch, David Van Slyke, Patrick Rooney. Includes vita. Includes bibliographical references (leaves 314-330).

Thesis (Ph. D.)--Florida State University, 2006. / Advisors: Marcy Driscoll, Linda Schrader, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed June 7, 2006). Document formatted into pages; contains xiii, 138 pages. Includes bibliographical references.

In the context of sustainable development, evaluations have particularly high relevance as complex issues have to be dealt with generally over an extended period of time. Furthermore, there is a growing demand to evaluate against the concept of sustainable development. Especially evaluations with sustainable development are a rather new type of evaluation, as the source of its evaluation questions and the criteria applied are rooted in the concept of sustainable development. Sustainability of a specific project or process is often highly case specific as sustainable development is determined by many often unique issues. However, evaluations would be highly inefficient, if they would have to be newly designed in every case. Thus it is necessary to determine and utilize the major issues for evaluations with sustainable development. This paper is part of a series of three papers - which can be used independently - that present the major common issues for evaluations with sustainable development in a Tool Box. The results presented here are based on outcomes of a research project funded by the "Austrian Science Fund". This paper includes the "strategic orientation tool", which was developed as a tool for reflection and decision upon the general outline of an evaluation with sustainable development. It helps to define a design- frame with respect to its information-focus, scope and utilization. The core of the tool is a matrix that is based on two key- functions. On the one hand it defines which contents should be assessed: "What is the object of evaluation?". On the other hand it is oriented along the actual utilization of the evaluation: "How the gained results of the evaluation should be communicated and to whom?". (author's abstract) / Series: Research Paper Series of the Research Focus Managing Sustainability

This research grew out of my concern that the dominant discourse about evaluation in the UK limits how it is defined, recognised and practised. It is a discourse which primarily values performance, accountability, results and value for money. In this research, ‘Evaluation that Empowers’ (EtE) aims to present a different discourse about evaluation that recognises other voices within the evaluation mix. This perspective embraces a broader definition of evaluation where: learning and development are a priority, and where the roles of evaluator and participants are collaborative and mutually recognised. The purpose of this research was to explore, develop, test and refine the EtE theoretical model against the real-life evaluation experience and practice in organisations. The EtE Model develops the notion of ‘evaluation-mindedness’ as the capacity for an organisation to create a deep and sustainable change in how it thinks about and embeds evaluation practices into its day to day actions. The research used a theory building approach over four distinct iterative studies. The literature review provided a guiding framework for future empirical studies; the EtE Model was applied and refined in the context of a single longitudinal case study; and further literature provided a critical review of the EtE Model in relation to current Evaluation Capacity Building literature. Finally, the EtE Model was developed into an evaluative conversation (The EtE Toolkit) and was field tested in two organisations. Findings suggest that organisations benefited from staff and volunteers engaging in critical discussion and self-assessment of their evaluation practices. For one organisation, the EtE conversation highlighted broader organisational issues, another organisation planned to adapt the EtE process to support self-evaluation across its service teams, and for one participant an emerging story of professional development was generated. This research has made an original contribution to the theory and practice of evaluation by developing a model and toolkit for engaging key evaluation stakeholders in a process of critical review of evaluation policy and practice or a meta-evaluation of evaluation. It has explored and developed the concept of evaluation-mindedness which can be applied to organisations, teams and individuals.

Students assessment of the quality of teaching is part of the quality assessment of the university and as well it's the management tool used to manage the educational process at the university. The dissertation focuses on student evaluation of teaching process at medical faculties of the Charles Univerzity in Prague. The target of the dissertation is to find out student's and teacher's opinion about the student's teaching evaluation to be one of the quality assesment tools to rate universities, describe teaching evaluation at medical faculties being researched and to analyze annual reports and long-term purposes of selected medical faculties from the student's teaching evaluation point of view. Theoretical part of dissertation is divided in two chapters. The first one is defining the term college and deals with the quality at universities and finally deals with the annual reports of universities.Second chapter elaborates in detail the issue of students assessment of teaching at universities based on the study of professional literature. In the practical part of the dissertation research file is being listed, as well as the results of pre-research and short madical faculties description. For the research survey purposes following methods has been used: questionnaire survey, dialogues and text...