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Improving the evaluation of scholarl...

Gummesson, Evert.

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Improving the evaluation of scholarly work = the application of service theory /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Improving the evaluation of scholarly work/ edited by Evert Gummesson, Montserrat Diaz-Mendez, Michael Saren.
其他題名:	the application of service theory /
其他作者:	Gummesson, Evert.
出版者:	Cham :Springer International Publishing : : 2022.,
面頁冊數:	xiv, 176 p. :ill. (some color), digital ;24 cm.
內容註:	Introduction -- Balanced centricity in the higher education service ecosystem -- Students are not customers: Reframing student's role in higher education through value co-creation and service-dominant logic -- Understanding the contribution of the A4A approach to higher education -- Case research and theory in service research -- Lights and shadows on students' evaluation surveys: Insights from service dominant logic -- Learning and teaching in higher education: Developing different approaches for teaching based on a constructivist methodology -- (Co-)learning and (co-)evaluation in scholarly ecosystem: Challenges and opportunities in the Covid-19 Era -- Deep learning in higher education: A service-dominant logic perspective -- Evaluation and quality metrics for distance and blended teaching -- Metrics and processes for evaluating scholarship in higher education: Experts' critical reflections on key questions.
Contained By:	Springer Nature eBook
標題:	Research - Evaluation. -
電子資源:	https://doi.org/10.1007/978-3-031-17662-3
ISBN:	9783031176623

Improving the evaluation of scholarly work = the application of service theory /
Improving the evaluation of scholarly workthe application of service theory /[electronic resource] :edited by Evert Gummesson, Montserrat Diaz-Mendez, Michael Saren. - Cham :Springer International Publishing :2022. - xiv, 176 p. :ill. (some color), digital ;24 cm.

Introduction -- Balanced centricity in the higher education service ecosystem -- Students are not customers: Reframing student's role in higher education through value co-creation and service-dominant logic -- Understanding the contribution of the A4A approach to higher education -- Case research and theory in service research -- Lights and shadows on students' evaluation surveys: Insights from service dominant logic -- Learning and teaching in higher education: Developing different approaches for teaching based on a constructivist methodology -- (Co-)learning and (co-)evaluation in scholarly ecosystem: Challenges and opportunities in the Covid-19 Era -- Deep learning in higher education: A service-dominant logic perspective -- Evaluation and quality metrics for distance and blended teaching -- Metrics and processes for evaluating scholarship in higher education: Experts' critical reflections on key questions.

This book aims to stimulate debate in the growing and highly controversial area of measuring scholarly work. The authors examine key aspects of this topic through the lens of the latest theoretical developments in service science and associated fields. It includes chapters explaining the theoretical developments and methodological aspects of measuring the quality of academic teaching and research, while other chapters provide a review and analysis of various types of scholarly work metrics and processes with examples from several countries, cultures, and educational systems. The current growing concern about higher education (HE) quality has prompted institutions to divide university teachers' work into different areas and to design methods aimed at measuring the productivity of these areas. It is widely accepted that the need to evaluate HE service quality is a relevant issue for any society. However, the authors argue that most of the current practices used in the pursuit of this objective are jeopardizing the future of the university as a place of knowledge generation, science evolution and professional education.

ISBN: 9783031176623

Standard No.: 10.1007/978-3-031-17662-3doiSubjects--Topical Terms:

532790
Research
--Evaluation.

LC Class. No.: Q180.55.E9

Dewey Class. No.: 001.4

Improving the evaluation of scholarly work = the application of service theory /
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505 0 $a Introduction -- Balanced centricity in the higher education service ecosystem -- Students are not customers: Reframing student's role in higher education through value co-creation and service-dominant logic -- Understanding the contribution of the A4A approach to higher education -- Case research and theory in service research -- Lights and shadows on students' evaluation surveys: Insights from service dominant logic -- Learning and teaching in higher education: Developing different approaches for teaching based on a constructivist methodology -- (Co-)learning and (co-)evaluation in scholarly ecosystem: Challenges and opportunities in the Covid-19 Era -- Deep learning in higher education: A service-dominant logic perspective -- Evaluation and quality metrics for distance and blended teaching -- Metrics and processes for evaluating scholarship in higher education: Experts' critical reflections on key questions.
520 $a This book aims to stimulate debate in the growing and highly controversial area of measuring scholarly work. The authors examine key aspects of this topic through the lens of the latest theoretical developments in service science and associated fields. It includes chapters explaining the theoretical developments and methodological aspects of measuring the quality of academic teaching and research, while other chapters provide a review and analysis of various types of scholarly work metrics and processes with examples from several countries, cultures, and educational systems. The current growing concern about higher education (HE) quality has prompted institutions to divide university teachers' work into different areas and to design methods aimed at measuring the productivity of these areas. It is widely accepted that the need to evaluate HE service quality is a relevant issue for any society. However, the authors argue that most of the current practices used in the pursuit of this objective are jeopardizing the future of the university as a place of knowledge generation, science evolution and professional education.
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