HEInnovate conference Speed-dating HEI practice - Peer-learning to Innovate 27-28 February 2018

1. 27-28 February 2018
Teacher and Researcher Performance Quality
Assessment in Higher Education
János Ollé
Speed-dating HEI practice - Peer-learning to Innovate
Hungarian Academy of Sciences, Regional Committee in Miskolc
Committee on Pedagogy

2. Key points
✤ assessing the core activity of teachers and resarchers
✤ dimensions of teachers’ and researchers’ activities
✤ performance assessment justification
✤ the development process of the system
✤ risks
✤ challenges
✤ conclusions

3. Assessing the core activity of
teachers and researchers
✤ scientific output & publication activity
✤ teaching
✤ activities in scientific organisations
✤ non-assessed other activities
✤ project planning & proposals
✤ teaching administration
✤ self-training, preparation of activities

4. Assessment of scientific &
publication output
✤ the assessment system is developed and approved independently from higher education
management
✤ domain-specific assessment system for each scientific field
✤ innovative features:
✤ assessment of the individual development of each teacher
✤ comparison of the performance of different fields
✤ use of results in HR
✤ knowledge map and institutional knowledge stock
✤ connections:
✤ indirect links with academic public activities

5. Assessment of teaching performance
✤ traditional performance assessment usually focuses on the quantity of teaching and
ignore the quality-related aspects
✤ innovative features:
✤ equal focus on:
✤ feedback from students,
✤ feedback from course administrators,
✤ feedback from independent pedagogical experts
✤ connections:
✤ teaching performance is closely related both to scientific performance and
pedagogical competences; however, we tend to consider the latter as ‘taboo’
✤ the quality of teaching is directly linked to the teacher’s academic public activity

6. Academic public activity
✤ the most complex and diversified field of assessment
✤ ’natural’, non-conscious PR activity of the organisation
✤ innovative features:
✤ reflective environment, measurement of connections
✤ basis for professional and targeted institutional communication
✤ external network of the institution
✤ connections:
✤ the significance of academic public activity is often underestimated, despite
of its direct impact on teaching quality and publication performance

7. Assessment of scientific and
publication output
✤ publication activity,
✤ thesis consultancy, dissertation supervising
✤ participation in academic qualification and referee
board(s)

8. Teaching quality assessment
✤ students' evaluation of teaching quality
✤ course administrators’ evaluation
✤ involvement in internationalisation
✤ development of digital and printed teaching material
✤ course and curriculum development
✤ quantity of teaching
✤ higher education pedagogical competences

9. Assessment of academic public life
✤ committee membership/participation
✤ involvement in professional associations
✤ publication reviewing and journal editorial activities
✤ conference and event organisation
✤ scientific and professional awards and acknowledgements
✤ dissemination, media activity related to science
promotion

10. Why do we need performance
assessment?
✤ visibility of institutional values
✤ clear expectations towards employees
✤ the up-to-date database provides a ‘snapshot’ of the
institution and can be used for the analysis of trends and
processes
✤ comparative analysis of organisational units
✤ support of HR and payroll decision making
✤ various interpretation possibilities

11. Milestones of system development
✤ theoretical planning and design
✤ inter-institutional communication and dialogue
✤ inclusion in institutional regulations
✤ IT system development
✤ information and dissemination
✤ data collection and database management
✤ assessment and communication of results
✤ supporting the interpretation of results
✤ sustainability risk assessment

12. Possible risks
✤ development or evaluation s
✤ the novel system might interfere with the
institutional status quo
✤ fear of transparency and objectivity, existential
concern
✤ extra administrative workload (recording)

13. Challenges
✤ relationship between performance assessment and institutional
values
✤ taking into account domain-specific attributes and differences
✤ use of results as reflective self-assessment tool for individuals
and organiational units
✤ gaining acceptance for the significance of teaching quality
✤ differentiated development based on differentiated assessment
✤ publicity and accessibility of data

14. Experiences and conclusions
✤ slow, interactive and gradual introduction will
enhance acceptance
✤ strong emphasis on self-reflective features
(individuals&organisational units)
✤ simple, user-friendly system

15. 27-28 February 2018
János Ollé
linkedin.com/in/ollejanos
Hungarian Academy of Sciences, Regional Committee in Miskolc
Committee on Pedagogy
twitter.com/ollejanos