Evidence-based quality development in university teaching: An agile evaluation concept

The comprehensive evaluation and characterisation of quality development in university teaching requires a conceptual approach that defines the data and artefacts of diverse individual and organisational development processes and sets targets for how they should be handled. Although university continuing education programmes are important for the development of teaching skills, the networking of teaching staff is also one decisive factor. However, unlike the acquisition of individual learning competences, the influence of peer learning on the university as a whole is difficult to pinpoint. Charting quality development in university teaching in its full complexity requires agile survey methods that are situation- and context-based and which portray individual and institutional developments and their interconnections. This paper presents and evaluates an approach for combining diverse data developed at ETH Zurich.