This article discusses paradoxes in the emergent global field of higher education as reflected in an alternative model of the university – the Bolivarian University of Venezuela (UBV) and the related higher education policy, Misión Sucre. With its credo in the applied social sciences, its commitment to popular pedagogy and its dependence on extensive fieldwork with communities, UBV offers an alternative model of science and research at the service of society. Drawing on my ongoing research on this university (since 2008), I present the difficulties which the homogenising standards of a global field of higher education pose to a rapidly developing mass public university in a semiperipheral country. I focus on the difficulty of developing evaluation procedures for UBV as this exposes contradictions which are both unique to this new university model and common for a world system of higher education.
The Bolivarian University of Venezuela: A radical alternative in the global field of higher education?
Public Evaluation of Society in China
The Social Quality Approach
Ren Liying and Zou Yuchin
, equal value, and human dignity ( Van der Maesen and Walker 2012 ). The conditional factors can be measured by indicators and constitutes an empirical benchmark for evaluating a society. An even important role in society is played by the changes of the
Dumbing down or beefing up the curriculum? Integrating an 'academic skills framework' into a first year sociology programme
Mike Keating, Cathal O'Siochru, and Sal Watt
This article describes a C-SAP-funded project evaluating the introduction of a new tutorial programme for first year Sociology students, which sought to integrate a 'skills framework' to enable students to develop a range of academic skills alongside their study of the subject.
The pegagogical and institutional background to the decision to adopt this 'integrated' approach is summarised and the staff and student experiences are then evaluated using both quantitative and qualitative methods. Primarily concerned with evaluating staff and student responses to the new programme, this paper also raises some issues with regard to the methodologies of evaluation.
Part 6: Formative and summative evaluation and action research
Eva Infante Mora
There is an intrinsic link between action research and evaluation. An action research team analyses the problem they aim to solve and then develops action plans that should improve outcomes. But action research is a cyclical process that proceeds
Envisioning, Evaluating and Co-Enacting Performance in Global Health Interventions
Ethnographic Insights from Senegal
Diane Duclos, Sylvain L. Faye, Tidiane Ndoye, and Loveday Penn-Kekana
-enacted in the process evaluation of a supply chain intervention in Senegal. In other words, this article is not interested in describing qualitative methods as a range of research tools available to researchers, but in having a conversation about the
Evaluation of a Safe Spaces Program for Girls in Ethiopia
Annabel Erulkar and Girmay Medhin
targeted at girls in a range of circumstances. Most programs have demonstrated the effectiveness of the approach in reaching the most hard-to-reach girls. When evaluations are included in the programs, many demonstrate positive improvements. One of the
Neutral evaluators or testimonial connoisseurs? Valuing and evaluating reconciliation in post‐genocide Rwanda
Countless reconciliation initiatives – state and non‐state, local and international – have emerged to redress the legacies of the 1994 genocide in Rwanda. Based on fieldwork with two Rwandan peace‐building organisations, this article takes an ethnographic perspective on how these organisations measure or evaluate ‘how reconciled’ Rwandans are. Organisations’ measurements of reconciliation are based on testimonies they collect from genocide survivors and perpetrators. They read ‘indicators’ into these testimonies to quantify the progress of reconciliation in a given region, but their process of deriving those numbers from testimony is never clear. I argue that organisation staff do not only stake their expertise on ‘objective’ measures of reconciliation that manage the ambiguities of testimony, but also on their performance of gifted subjective intuition to discern ‘authentic’ testimony from that which conceals ongoing enmity. As such, anthropological understandings of modern evaluative practices must take seriously both subjectivity and objectivity as potential sources of power and authority. In the end, evaluating reconciliation may not only be driven by organisational or political demands to produce metrics, but also by organisation staff's search for confirmation of their own worth in the post‐conflict recovery project and for signs that violence will not erupt in Rwanda again.
Policy innovation through local, sustainable development evaluation
Harlan Koff, Citlalli Alheli González H., Edith Kauffer, and Carmen Maganda
evaluation are often overlooked in global discussions of sustainability. However, policy innovations often occur at the local level, and they often derive from evaluation. In this issue of Regions & Cohesion , the editorial team is pleased to highlight
Film Evaluation and the Enjoyment of Dated Films
Robert R. Clewis
How should a film's appearing dated affect critical evaluation of it? This article distinguishes enjoyment of a film from evaluation and describes how films undergo positive, negative, and comic dating. The affective responses of nostalgia, boredom, and humorous amusement, respectively, are associated with each of these kinds of dating. Insofar as these affective responses are unintended and thus beyond the control of the filmmakers, they have little influence on the film's artistic value, which is understood in terms of the filmmakers' achievement. Conversely, these states do affect levels of enjoyment. By recognizing this, evaluators can rationally resolve disagreements that are grounded on these unintended affective responses to dated films. Several films and film reviews are examined, yet no attempt is made to give close readings or analyses of the films discussed.
Enhancing student engagement through effective ‘customer’ evaluation
Quis custodiet ipsos consumptores?
. Universities also normally use in-house student feedback or module evaluation questionnaires (MEQs), which tend to be scaled-down versions of the NSS, as means of measuring the quality of teaching ( Lizzio et al. 2002 ). This is because, according to Ramsden