Quality in Higher Education (HEQ) is a multidimensional and highly contested concept developed in a complex, dynamic-adaptive system, which, particularly in a Danish context, has undergone substantial changes. Stakeholder groups may have different and, potentially, conflicting views on quality and on which elements have greatest priority regarding the validity of assessment methods.

First, the project explores how HEQ is conceptualized and promoted through quality developing initiatives. In this context, we will draw on both theory, existing indicators and a wide-reaching study of stakeholders across different fields within Danish higher education institutions. Second, we will analyze the effects of three cases from Danish universities and university colleges in which quality development initiatives have recently been implemented. Here, both in-depth qualitative analysis of specific quality developing approaches and rigorous quantitative analysis of the effects of the approach on a series of learning outcomes will be conducted. Third, we will critically assess measurement of HEQ development processes, identify measurement gaps and develop new indicators that can better inform educational governance and practices.

PIQUED will contribute with new empirical knowledge on both practices and effects of Danish HEQ initiatives; the results of this will support further HEQ work and measurement at policy and institutional levels.

The project team includes Danish and international researchers with strong expertise within HEQ and quality work in general.

Steering group: Carter Walter Bloch (PI), Department of Political Science - Danish Centre for Studies in Research and Research Policy, Aarhus BSS, Berit Lassesen (project coordinator), Center for teaching and Learning, Aarhus BSS.