This paper looks at the way two European universities of applied sciences (UAS) deal with the “shift from teaching to learning”. It focuses on Berner Fachhochschule (BFH) and Hochschule Magdeburg-Stendal (HS MD-SDL) from the management point of view. First, the instruments used at both UAS for enhancing teaching quality are analyzed. Secondly, it looks at the evaluation of study programs and courses. To analyze the evaluation questionnaires, criteria are developed based on Ertel and Wehr (2007).
Is it possible, with the given instruments, to “measure” the above-mentioned shift in teaching? We discover that the UAS use similar instruments in different ways. We ask what one UAS could learn from the other with regard to evaluation practice. At the end, we point out the potential of a learner-centered approach to evaluation for UAS with their "learning expertise" – in contrast to the universities, which are more focused on "research excellence".
This paper was presented at EQAF and reflects the views of the named authors only.