Abstract
Problem-oriented pedagogies have emerged as strategic way for universities to respond to an international higher education agenda that increasingly prioritises innovative, student-centred learning, and the cultivation of both civic and employability competences. Alongside this pedagogic shift is a policy-driven emphasis on monitoring teaching and learning for quality assurance purposes. This article aims to untangle the ways problem- and inquiry-based pedagogies are currently evaluated in universities, and thus consider how ‘quality’ implementation, and the effects of this suite of pedagogic approaches, might be better understood, practised, and measured. Taking a systematic approach to the review of the literature, the article maps evaluation methods that assess the effectiveness of problem-oriented and inquiry-based pedagogies implemented in university settings. The key findings include that evaluation methods in the field (i) prioritise qualification-related outcomes, (ii) are limited in scale and scope, and (iii) often function as demonstrations of performativity rather than as part of an ongoing improvement cycle. The article argues that evaluations that take a multi-method approach from the perspective of a range of stakeholders, with an exploration of civic and social competences in addition to employability outcomes, would significantly strengthen the field.
Highlights
Current policy for European universities emphasises innovation in learning and teaching, with a strong focus on quality assurance for continuous improvement
Higher education is positioned as part of the solution to these social complexities, with a ‘decisive’ role to play in improving economic and social conditions
The capacity of problem-oriented pedagogies to enhance socialisation and personal development is often noted, the evaluations reviewed here rarely evaluate the full suite of outcomes possible
Summary
Current policy for European universities emphasises innovation in learning and teaching, with a strong focus on quality assurance for continuous improvement. The emphasis is on implementing an inclusive educational approach that develops competencies in critical thinking, creative processes and respectful collaboration, enabling students to become both economically independent and civically engaged [3]. These policies are responses to societal change, informed by “unemployment and social inequality to migration-related issues and a rise in political polarisation, radicalisation and violent extremism” [4]. Higher education is positioned as part of the solution to these social complexities, with a ‘decisive’ role to play in improving economic and social conditions This constitutes a unique opportunity to consider how university education can challenge students to “think about and engage with complex global issues and others in their world” [5] as they gain their employment qualification
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