TY - JOUR
T1 - Large-scale international assessments of learning outcomes
T2 - balancing the interests of multiple stakeholders
AU - Li, Guirong
AU - Shcheglova, Irina
AU - Bhuradia, Ashutosh
AU - Li, Yanyan
AU - Loyalka, Prashant
AU - Zhou, Olivia
AU - Hu, Shangfeng
AU - Yu, Ningning
AU - Ma, Liping
AU - Guo, Fei
AU - Chirikov, Igor
N1 - Funding Information:
This work was supported by the China Scholarship Council [201708410012]; Basic Research Programme of the National Research University Higher School of Economics. Support from the Basic Research Programme of the National Research University Higher School of Economics and the China Scholarship Council is gratefully acknowledged.
Funding Information:
Support from the Basic Research Programme of the National Research University Higher School of Economics and the China Scholarship Council is gratefully acknowledged.
Publisher Copyright:
© 2020 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management.
PY - 2021
Y1 - 2021
N2 - The demand for large-scale assessments in higher education, especially at an international scale, is growing. A major challenge of conducting these assessments, however, is that they require understanding and balancing the interests of multiple stakeholders (government officials, university administrators, and students) and also overcoming potential unwillingness of these stakeholders to participate. In this paper, we take the experience of the Study of Undergraduate Performance (SUPER) in conducting a large-scale international assessment as a case study. We discuss ways in which we mitigated perceived risks, built trust, and provided incentives to ensure the successful engagement of stakeholders during the study’s implementation.
AB - The demand for large-scale assessments in higher education, especially at an international scale, is growing. A major challenge of conducting these assessments, however, is that they require understanding and balancing the interests of multiple stakeholders (government officials, university administrators, and students) and also overcoming potential unwillingness of these stakeholders to participate. In this paper, we take the experience of the Study of Undergraduate Performance (SUPER) in conducting a large-scale international assessment as a case study. We discuss ways in which we mitigated perceived risks, built trust, and provided incentives to ensure the successful engagement of stakeholders during the study’s implementation.
KW - China
KW - Higher education
KW - India
KW - large-scale assessment
KW - Russia
KW - skills
UR - http://www.scopus.com/inward/record.url?scp=85086016144&partnerID=8YFLogxK
U2 - 10.1080/1360080X.2020.1767327
DO - 10.1080/1360080X.2020.1767327
M3 - Article
AN - SCOPUS:85086016144
SN - 1360-080X
VL - 43
SP - 198
EP - 213
JO - Journal of Higher Education Policy and Management
JF - Journal of Higher Education Policy and Management
IS - 2
ER -