A recent study found that students’ evaluation of teaching quality at universities drops by about half a standard deviation when the effectiveness of the teacher in improving students’ performance increases by one standard deviation. In other words: the better the teacher, the worse the evaluation. This is mainly due to the extra-effort that good teachers require from their students. The weather also proves to be a determinant of evaluation results. Overall, these findings cast doubts on the evaluation practices of universities, both with regard to current and prospective teachers.
This summer semester, the chair of organization and management will hold a bachelor seminar on university governance. Following the Humboldian ideal of integrated research and teaching, we want students to take an active part in our current research projects. For example, students will examine the role of universities as scientific objects in organization research (e.g. Cohen et al. 1972, Weick 1976), evaluate on opportunities for new ways of participative governance besides elected councils (e.g. Bryson & Anderson 2000), or discuss potential problems of task interdependencies caused by common resources (e.g. Ostrom 2003).
We are looking foreward to conjointly develop creative ideas and further insights on university governance from organization and management perspectives!
- Bryson, J. M. & Anderson, S. R. (2000). Applying Large-Group Interaction Methods in the Planning and Implementation of Major Change Efforts. Public Administration Review, 60(2): 143-155.
- Cohen, M. D., March, J. G., & Olsen, J. P. (1972). A Garbage Can Model of Organizational Choice. Administrative Science Quarterly, 17(1), 1-25.
- Ostrom, E. (2003). How Types of Goods and Property Rights Jointly Affect Collective Action. Journal of Theoretical Politics, 15(3), 239-270.
- Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative science quarterly, 21(1), 1–19.