bolognalab 6 Lausanne Lanares

Slide1: 

Fitness for Purpose Why and How to Evaluate Doctoral programs A Swiss experience Jacques Lanarès

Evaluation of Doctoral Programs : 

Evaluation of Doctoral Programs Context and Intentions Quality approach Evaluation of Programs

Evaluation of Doctoral Programs : 

Evaluation of Doctoral Programs Context and Intentions Quality approach Evaluation of Programs

Inter-university project to: 

Inter-university project to Improve the training researchers Increase cross fertilization Help development of doc. prgs

Framework: 

Framework Specifications and Call Political and pedagogical selection Financed Evaluation required

Required caracteristics: 

Required caracteristics Inter-institutional & Inter-disciplinary Represents a scientific field Create a training environment Training for research

Evaluation of Doctoral Programs : 

Evaluation of Doctoral Programs Context and Intentions Quality approach Evaluation of Programs

A process to regulate « tensions »: 

A process to regulate « tensions »

A process to regulate « tensions »: 

A process to regulate « tensions »

Slide10: 

Authorities Students Teachers

Slide11: 

Authorities Students Teachers Indicators

Slide12: 

Authorities Students Teachers Peers

Slide13: 

Authorities Students Teachers Surveys

Slide14: 

Authorities Students Teachers

Quality Culture : 

Quality Culture Fitness for Purpose Responsibility Participation Reflexivity Balance between Autonomy and Accountability

Fitness for Purpose: 

Fitness for Purpose Project evaluation grid Questions of evaluation

To try to avoid paternalism: 

To try to avoid paternalism Self evaluation Constructive feedback from colleagues

To Encourage Participation: 

To Encourage Participation Involvement various “actors” Inter-programs meeting

Slide19: 

Support reflexivity with questions of the canvas / guide

Evaluation of Doctoral Programs : 

Evaluation of Doctoral Programs Context and Intentions Quality approach Evaluation of Programs

Objectives of Evaluation: 

Objectives of Evaluation Was the program conform to planning ? To what extent match students expectations ? Is there an added value perceived ? What can we learn ?

Principles: 

Principles Learning organisation logic Financing not linked to results Involvement of all partners

Evaluation Process: 

Evaluation Process Working out “Gathering” Intermediate Evaluation Final Evaluation Material Final Questionnaire Evaluation by directors Counsellors global report Results Global Vision Final Report T = 0 T= 18 months T = 24 months T = 36 months Questionnaires Canvas Meeting Distribution Treatment Self-evaluation Meeting share practice

Report: 

Report Goals Results (part./object./act.) Organisational context “side” effects Global evaluation

Some results of evaluation: 

Some results of evaluation No accurate indicator of effect Progress observed in thesis work (acceleration) Better professional integration & relations Increased ability to argue

What did we learn ?: 

What did we learn ? Interest of sharing practices Usefulness to support the reflexive process Drive to learn not so strong…. Evaluation culture has to be developed

Slide27: 

Experience alone does not lead to learning

What did we learn ?: 

What did we learn ? Interest of sharing practices Usefulness to support the reflexive process Drive to learn not so strong…. Evaluation culture has to be developed

What did we learn ?: 

What did we learn ? Interest of sharing practices Usefulness to support the reflexive process Drive to learn not so strong…. Evaluation culture has to be developed

Evaluation Process: 

Evaluation Process Working out “Gathering” Intermediate Evaluation Final Evaluation Material Final Questionnaire Evaluation by directors Counsellors global report Results Global Vision Final Report T = 0 T= 18 months T = 24 months T = 36 months Questionnaires Canvas Meeting Distribution Treatment Self-evaluation Meeting share practice

What is important is not the dancer It is the dance …: 

What is important is not the dancer It is the dance …