Coordinated evaluations

In addition to the regular institutional evaluations that are done at the request of individual institutions, IEP has conducted several national or regional coordinated evaluations.

Benefits and organisation of coordinated evaluations

The rising demand for this type of national or regional requests is a result of an awareness of the imperatives – but also the benefits – of a systematic approach to quality assurance in the context of the internationally competitive race for knowledge, investments and human capital. The IEP methodology, due to its flexibility and context-sensitivity, is particularly suited to increase increase the potential of higher education systems to meet these challenges.

Coordinated evaluations are initiated at the joint request of institutions and public authorities, and involve all or most higher education institutions in the respective country. As a result of a coordinated exercise, each institution receives its own IEP evaluation report and, whenever it is appropriate, IEP produces, in addition, a sector report that highlights shared issues and challenges and facilitates a fruitful dialogue among all key actors and stakeholders, including governments.

IEP’s expertise in coordinated evaluations

IEP coordinated evaluations in the past

Previously, IEP has conducted coordinated evaluations in Ireland, Catalonia, Slovakia, Serbia, Bosnia Herzegovina, Turkey and Portugal (see links to the final reports below).

Quite recently, in 2014, the programme has finalised the coordinated evaluations of higher education institutions in Romania and Montenegro.

In Romania, IEP undertook the largest coordinated evaluations exercise to date.  The evaluation was part of a framework project contracted by the Romanian government in December 2011. Four rounds of IEP institutional evaluations were carried out over a period of three years, between 2012 and 2014. Altogether 70 public and private universities, with a profile ranging from polytechnics and multidisciplinary social sciences to highly specialised military, arts, architecture, medical and veterinarian universities, took part in the evaluations. A system report with policy review recommendations was published in November 2014 and is available for download here. The findings of the report entitled “Ten priorities for Romanian higher education” cover a wide range of areas including: how to stimulate institutional change, assure quality, secure sustainable funding, invest in people, promote student-centered learning, internationalise, increase research capacity and engage with society.

In Montenegro, the Ministry of Education in Montenegro commissioned IEP to carry out coordinated evaluations of higher education institutions in the country during the course of 2014. These evaluations were funded by a broader World Bank supported project entitled “Higher Education and Research for Innovation and Competitiveness” (HERIC), with the overall objective to strengthen the quality and relevance of higher education and research in Montenegro.

Based on the individual evaluation reports and additional background information, IEP prepared a system review report, entitled “Evaluations of ten higher education institutions in Montenegro. Cross-cutting summary report”. The report was published in January 2015 and is available for download here. It highlights shared issues and challenges at system level, and provides recommendations aiming to contribute to capacity building and improvement of the Montenegrin higher education. The report covers the areas that are the foci of IEP and, in addition, addresses certain aspects following the requested made by the Ministry.

Reports from previous coordinated evaluations