Quality management as a driver of evidence-based quality development in teaching and learning?

Evidence-based quality enhancement in teaching and learning is contingent on the engagement of a higher education institution’s management, the willingness of lecturers, and the support of institutional quality management (QM). Preceeding from an understanding of QM as an intermediary actor between higher education didactics and teaching practice, this paper addresses the question of whether and to what extent QM is prepared for this mediation task. Based on qualitative interviews and a quantitative survey of quality managers, the article paints a somewhat skeptical picture in this area. Instead of a scientific orientation, QM is rather driven by pragmatic calculations.