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Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Dueben, Rebecca Marilyn. "Faculty attitudes toward assessment." Thesis, Washington State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10043064.

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<p> Within the field of undergraduate program assessment, anecdotal evidence abounds about negative faculty attitudes. Regardless of the common wisdom, there is little research that corroborates these reports. If reports are correct that faculty resistance is wide spread, it is still not clear if that resistance is toward accreditation, professional development, institutional requirements, other calls for accountability, or assessment. In fact, faculty members can be seen as spending much of their careers assessing: Faculty members routinely assess their students, a textbook they are using, wh

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Lau, Alice Man Sze. "Assessment for learning in higher education." Thesis, University of South Wales, 2013. https://pure.southwales.ac.uk/en/studentthesis/assessment-for-learning-in-higher-education(3dbf6052-980d-45d8-b059-6be56c13dc59).html.

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The thesis is about assessment for learning. It aims to examine the gap between theory and practice in assessment for learning through a case study approach. By examining closely the assessment practice in one higher education institution in the UK, the thesis presents a number of original contributions to the literature, knowledge base and practice of assessment for learning. The thesis challenges the established literature in assessment for learning and proposes that the literature should move away from the dichotomised view of summative and formative assessment. The thesis also highlights t

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James, David Russell. "Mature studentship in higher education." Thesis, University of the West of England, Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295742.

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Boothe, Barbara. "Linking assessment, strategic planning, and budget planning." Lynchburg, Va. : Liberty University, 2002. http://digitalcommons.liberty.edu.

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Spady, Rebecca. "Correlating Formative Self-Assessment of Education Graduate Online Programs." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10929776.

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<p> As we become more advanced technologically in our online educational courses, it is imperative that we also incorporate effective research-based practices such as the use of formative assessment. The purpose of this study was to examine the relationship of formative self-assessment to academic achievement and self-efficacy in online graduate courses. The research included a review of online education, formative assessment, self-efficacy, and associated learning theories. </p><p> A mixed methods study was used that included quantitative and qualitative data for triangulation of the study

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Regjo, Kathryn S. "Program assessment and culture change| Understanding organizational culture change resulting from the development and implementation of student learning outcomes assessment at the program level." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635762.

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<p> The following explores the phenomenon of perceived organizational culture change resulting from involvement in the establishment of program-level student learning outcomes assessment at colleges and universities. The goal of the research was to understand what elements of organizational culture may have changed on the part of the faculty and administration during the assessment development and implementation process, and how the combined effects may have shifted elements of organizational culture. </p><p> Two primary research questions guided the exploration of perceived organizational

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Paige, R. Michael. "Internationalization of Higher Education : Performance Assessment and Indicators." 名古屋大学高等研究教育センター, 2005. http://hdl.handle.net/2237/16615.

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Jarmulowicz, Mary Ann. "Assessment of Admission Criteria and Selection Process for Nurse Education Programs." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/978.

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Qualified student enrollment to nurse education program is limited by admission criteria predetermined by faculty; however, little is known regarding the development and consistency of selection criteria. The purpose of this study was to examine the admission requirements of nursing programs to better understand the philosophical underpinnings and complexity of selection criteria. The conceptual frameworks of teaching philosophy, complexity, and gatekeeping guided this research. This descriptive correlational study used a cross-sectional design to survey a purposeful sample of full-time fac

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Donnan, Peter Anthony. "Conducting assessment online educational developers' perspectives /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070913.134619/index.html.

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Streff, Robert James. "A Qualitative Case Study of Strategies for Choosing and Evaluating Alternative Assessments in Online Higher Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2384.

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Studies have shown that not all students are assessed effectively using standard testing formats. However, it is unclear what alternative methodology would be useful to determine whether students have acquired the skills necessary for today's global market. This research study's purpose was to understand the processes instructors use when choosing and designing alternative assessments in higher education online courses to measure student performance. Using GagnÃ©'s conditions of learning and Bloom's Taxonomy as a framework to understand these processes, this qualitative case study examined 8 p

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Chiang, Lung-chiuan. "An Assessment of Diversity Competence among College Seniors: An Exploratory Study." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1725.

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In our increasingly diverse global workforce, both employers and institutions of higher learning want to know if colleges and universities equip their students with adequate cultural competence skills. Reliable instruments to measure cultural competence levels for a general student body are not widely available, however. In this report, a self-developed 33-item instrument was designed to assess college seniors’ cultural competence levels, including sub-scales for cultural awareness and cultural knowledge. An expert panel was selected to establish content validity. A pilot study was conducted t

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12

Julian, Nessa Duque. "Exploring the culture of assessment within a division of student affairs." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570909.

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<p>The growing calls for accountability within higher education have mobilized student affairs divisions to develop practices that provide evidence of student learning and development. In order to do this effectively student affairs divisions understand the importance of creating, managing, and sustaining a culture of assessment. The purpose of this study was to explore and understand effective practices in creating a culture of assessment within a division of student affairs at a large public university. The findings from this study offer insight into the experiences of one division in creati

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Rainford, Karen J. "Understanding how faculty integrate peer assessment in project management education." Thesis, Saint Mary's University of Minnesota, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3725281.

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<p> Peer assessment in higher education can contribute to students' domain knowledge, engagement, critical thinking, and self-assessment skills. This qualitative study explored how peer assessment fits within the teaching practice of project management faculty as they prepare students to lead empowered project teams. A substantive grounded theory was generated from analysis of surveys, interviews and course documents to examine the positions, practices, goals, and outcomes of integrating peer assessment in their practice. Integration of peer assessment is promoted by a constructivist orientati

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14

Vaden, Jason. "A model assessment tool for classroom technology infrastructure in higher education /." View online, 2007. http://ecommons.txstate.edu/arp/207/.

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Holroyd, Colin. "Changing assessment in higher education : policy, practice and professionalism." Thesis, University of Stirling, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403036.

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Lin, Xiaobin. "Distributed adaptive e-assessment in a higher education environment." Thesis, Bucks New University, 2011. http://bucks.collections.crest.ac.uk/9625/.

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The rapid growth of Information Communication Technology (ICT) has promoted the development of paperless assessment. Most of the e-Assessment systems available nowadays, whether as an independent system or as a built-in module of a Virtual Learning Environment (VLE), are fixed-form e-Assessment systems based on the Classical Test Theory (CTT). In the meantime, the development of psychometrics has also proven the potential for e-Assessment systems to benefit from adaptive assessment theories. This research focuses on the applicability of adaptive e-Assessment in daily teaching and attempts to c

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17

Koen, Magaretha Paulina. "Exploring assessment for learning in one higher education classroom." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6846.

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ENGLISH ABSTRACT: Assessment, teaching and learning are key elements in lecturers' pursuit of quality in education. In fact, Black and Wiliam (1998) argue that assessment, a vital part of this reciprocal relationship should contribute to classroom learning rather than concentrate on restricted forms of tests that are not always linked to a student's learning experience. It is therefore open to debate whether a handwritten, one-hour examination does indeed stimulate students to learn and develop the knowledge, the understanding, the attitudes and the skills they need to develop. This statement

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18

Sakr, Riad. "Quality assurance in higher education institutions : contingent assessment system." Thesis, Lille 1, 2018. http://www.theses.fr/2018LIL1A008/document.

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L’assurance qualité dans les institutions d’enseignement supérieur (IES), les facteurs qui impactent et transforment les rôles des IES, les différentes dimensions et variables intervenant dans l’évaluation de la qualité dans les IES, ainsi qu’un système d’évaluation contextuelle, sont discutés, discuté, et analysés. La structure de l’enseignement supérieur au Liban et des données sur cette structure sont aussi présentées, traitées et analysées. Pour évaluer la qualité dans les IES au Liban, un modèle/gabarit est proposé. Six domaines de dimensions de la qualité ont été considérés. Dans chaque

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19

Clarence, Sherran, Lynn Quinn, and Jo-Anne Vorster. "Assessment in higher education: reframing traditional understandings and practices." Rhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL), 2015. http://hdl.handle.net/10962/59534.

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The case studies in this publication provide examples of lecturers who have considered the role of assessment in their courses carefully. All of them have engaged with matters related to assessment as part of the formal courses or qualifications offered by staff of the Centre for Higher Education Research, Teaching and Learning (CHERTL) at Rhodes University. In these courses lecturers are encouraged to reflect critically on their current assessment practices, engage with some of the literature and research on assessment in higher education, and then re-conceptualise their assessment methods an

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Dietrich, Cynthia S. "A Phenomenological Study of Social Science Instructors' Assessment Practices for Online Learning." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/930.

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Online learning has revolutionized higher education in the United States. In 2007, there were 3.9 million students taking at least 1 online course. Assessment in online instruction is a new experience for teachers because of the recent advent of online course delivery. Current research on online learning does not address instructor experiences with learning assessments. This gap may contribute to online instructors being inadequately prepared to teach online. The purpose of this phenomenological study was to explore online instructors' experiences with assessments in their undergraduate social

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21

Li, Jiexiu. "An Assessment of Technology Classroom Environments in Chinese Universities." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2939.

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The purpose of this study was to investigate the characteristics of graduate classroom environments as perceived by the graduate students and faculty in technology courses, at Chinese universities. Relationships between the different dimensions of the social environment of the graduate technology classrooms were examined. The Adult Classroom Environment Scale (ACES) was used to measure the actual and ideal classroom environments on seven dimensions. The research was conducted during Fall 1998. Participants in this study included 317 graduate students and 8 teachers in 8 classes

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Hyland, Tarryn. "Student negotiation of an undergraduate accounting assessment." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25313.

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In South Africa (SA), access to the accounting profession is characterised by inequality, resulting from a multitude of socio-economic and historical issues. Assessment serves as the primary gate-keeping mechanism of the profession. However, more than twenty years after the end of apartheid, pass rates remain skewed by factors such as language and race. Accounting education research offers some quantitative studies which investigate diversity in academic performance by school-leaving results or by race, for example, and a number of studies which consider language in the accounting curriculum.

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Walker, Kelsie Hope. "Reflective assessment| Using reflection and portfolios to assess student learning in a writing center." Thesis, University of Arkansas at Little Rock, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569720.

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<p> As writing centers continue to petition for status, funding, and authority on university and college campuses, writing center research and assessment practices continue to evolve. Within the last 10 years, writing center administrators have turned to assessing the writing center based on student learning outcomes (SLOs). This research summarizes the assessment history of writing centers and then proposes a pilot study that uses portfolios and reflection as a way to assess student learning in a writing center on a metropolitan, four-year university campus. This research also discusses the p

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Joughin, Gordon Rowland, and n/a. "Oral Assessment From the Learner's Perspective: The Experience of Oral Assessment in Post-Compulsory Education." Griffith University. School of Vocational, Technology and Arts Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031125.091403.

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This thesis examines the experience of oral assessment in post-compulsory education from the student's perspective. A considerable literature has developed over the past three decades describing and analysing how students experience various aspects of learning, including various forms of assessment. Until recently, none of this literature has addressed how students experience oral assessment, and recent studies that have done so are limited in their scope and methodology - it would be true to say that very little is known about oral assessment from the student's perspective. The starting point

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Joughin, Gordon Rowland. "Oral Assessment From the Learner's Perspective: The Experience of Oral Assessment in Post-Compulsory Education." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366532.

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This thesis examines the experience of oral assessment in post-compulsory education from the student's perspective. A considerable literature has developed over the past three decades describing and analysing how students experience various aspects of learning, including various forms of assessment. Until recently, none of this literature has addressed how students experience oral assessment, and recent studies that have done so are limited in their scope and methodology - it would be true to say that very little is known about oral assessment from the student's perspective. The starting point

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26

Bertz, Michael. "Situated learning methodologies and assessment in civil engineering structures education." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/21484.

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Fisk, Cheryl A. "Program assessment data use in decisions to improve general education| A descriptive study." Thesis, Saint Mary's University of Minnesota, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734321.

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<p> General education assessment practices and data use were examined among regionally accredited, four-year (baccalaureate degree-granting), private, not-for-profit colleges and universities. An online survey instrument was created, piloted, and sent to 1044 institutions resulting in a 45% response rate. Results indicate general education assessment data most frequently influence changes to the assessment process and course content. Challenges preventing data use include lack of time and campus cultures. Assessment data use varies by the regional accreditor in which an institution is a member

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Gikandi, Joyce Wangui. "Online Formative Assessment in Higher Education: Enhancing Continuing Teacher Education in E-Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7477.

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Assessment is a key aspect within teaching and learning processes in higher education (Torrance, 2007). Formative assessment may be viewed simply as constructive feedback to support learning or more holistically as ongoing assessment based on sustained engagement in learning activities within a supportive social context that expand teachable moments to scaffold learning. Online education now pervades higher education worldwide but effective ways to incorporate formative assessment within online settings is not well understood. Previous research in online postgraduate courses designed for teach

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Cartwright, Debra K. "Strategic responsiveness to institutional pressures : resistance and internalization strategies in response to conflicting institutional pressures regarding assessment in higher education /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901222.

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Winkler, Christa Elisa. "Evaluating utility of the National Survey of Student Engagement subscores for institutional assessment in higher education." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586872937322476.

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Emil, Serap. "Assessment for Improvement in Higher Education: Faculty Perception of and Participation in Program Assessment." PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/605.

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Driven by issues of accountability, the assessment movement in higher education has gained significant momentum in recent years. However, successful implementation of assessment processes varies radically across institutions and organizational units. A key issue is faculty engagement. This qualitative case study explored factors that impact faculty participation in a professional school assessment initiative. Findings indicate that factors related to individual faculty characteristics (e.g., career preparation, knowledge, beliefs, and attitudes) and institutional characteristics (e.g., leaders

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McLernon, Tim. "Exploring the connection between assessment and learning in higher education." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524775.

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Stinson, Loma. "Diversity Curricula Mandates in Higher Education: A Student Impact Assessment." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/729.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Arts and Sciences<br>Psychology

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Fombuena, Valero Arnau. "Geospatial Social Network lnnovation Assessment of the Spanish Higher Education." Doctoral thesis, Universitat Politècnica de València, 2018. http://hdl.handle.net/10251/107943.

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El contexto actual es el de una crisis en la Unión Europea, especialmente en los países del sur. Para acabar con la crisis, la Unión Europea elaboró la estrategia Horizon2020 que se centra en la innovación para abordar los desafíos socio-económicos. La innovación tiene un impacto en la sociedad y por tanto también sobre el territorio en el que habitan las personas que forman dicha sociedad. El empleo de la perspectiva geoespacial permite llevar a cabo un tipo de análisis que es raramente utilizado por los expertos en Educación Superior que suelen centrarse en metodologías puramente estadístic

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Pyper, Andrew Richard. "Applications of the Flexilevel test to assessment in higher education." Thesis, University of Hertfordshire, 2016. http://hdl.handle.net/2299/17177.

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The work reported in this dissertation investigates the potential for embedding Computerised Adaptive Testing (CAT) in students' and tutors' educational experiences. It seems that the tailored assessments that CAT can provide would be of real educational value in a range of contemporary Higher Education settings, however the resource requirements of some forms of CAT are prohibitive for making CAT assessments available to students across their studies. A form of CAT that is less resource intensive than other forms, the Flexilevel test, was selected for this programme of research to investigate

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Toppe, Michele L. "Creating Safer Campuses through Implementation of Threat-Assessment Teams| Are They Enough?" Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10281353.

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<p> According to higher education policy experts, “Campus threat assessment is not merely a recommendation, but an emerging standard of care.” However, despite evidence of the emergence of this standard and the consistency of recommendations that comport with those made by the Virginia Tech Review Panel, college campuses continue to vary significantly in their approaches to threat-assessment protocols. This study examines the extent to which campuses in the state of Illinois do vary and seeks to understand better the reasons for that variation. This research also examines the statu

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Ross, Jennifer. "Unmasking online reflective practices in higher education." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6321.

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Online reflective practices that are high-stakes – summatively assessed, or used as evidence for progression or membership in a professional body – are increasingly prevalent in higher education, especially in professional and vocational programmes. A combination of factors is influencing their emergence: an e-learning agenda that promises efficiency and ubiquity; a proliferation of employability, transferable skills and personal development planning policies; a culture of surveillance which prizes visibility and transparency; and teacher preference for what are seen as empowering pedagogies.

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Hinett, Karen Victoria. "Towards meaningful learning : a theory for improved assessment in higher education." Thesis, University of Central Lancashire, 1997. http://clok.uclan.ac.uk/21888/.

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This thesis aims to explore how student learning in higher education may be improved. It builds upon research which links perception of assessment tasks to approaches to learning. The thesis therefore investigates how messages about assessment are conveyed by staff and how students' interpret them. In doing so, it embraces a humanistic approach to learning that stresses the interrelation of context, individual orientation and approach to learning. The thesis documents the findings of qualitative interviews conducted with staff and students at one UK university. As such, it is a study of percep

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Powers, Keith L. "Academic advising assessment practices: a descriptive study." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14945.

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Doctor of Philosophy<br>Department of Special Education, Counseling and Student Affairs<br>Kenneth F. Hughey<br>In academic courses, assessment is used to evaluate the effect of teaching on student learning. Academic advising has been viewed as a form of teaching (Crookston, 1972); therefore, it is necessary to assess the effect of academic advising on student learning. The best practices of assessment of academic achievement involve three key steps: the identification of student learning outcomes (i.e., what is assessed), the development and use of good measures of student learning (i.e., how

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Besar, Mohd Nasri Awang. "Feedback in work-place assessment : lecturers' intentions and final year medical students' interpretations." Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/8357/.

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This research evaluates the similarities and differences between lecturers’ intentions in providing performance feedback and how low and high achievers interpret this feedback. The research examines the discussions with the lecturers and students as to the sources of misinterpretations and the solutions which they agree on. In this mixed method case study, both quantitative and qualitative data were collected. For the quantitative data, a population of 246 final year medical students were selected to answer a questionnaire to identify their expectations of their assessment lecturers’ feedback

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Profitt, Aaron D. "Transparent, Accessible Accountability in Higher Education: A Sector-focused Approach." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427893304.

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Tsiamalou, Paraskevi. "Students' and educators' perceptions about nursing assessment in higher education in Greece." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=165552.

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Numerous assessment modes have evolved throughout the years, but only a few of them have been extensively studied in nursing education, particularly in Greece. The aim of this study is to review educators’ and students’ beliefs regarding assessment in the Greek nursing education system. Special attention shall be devoted to the faculty curriculum and the learning and teaching procedures. For this purpose, a descriptive retrospective cohort study was carried out in the nursing faculties of two of the eight Greek universities that teach nursing, with one cohort being that of the students and the

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Gossmann, Carol. "Comparing academic staff and students' perceptions of the purpose of assessment in higher education." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11132008-120534/.

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Spagnolo, Fernando. "Assessment of graduate programmes : the Brazilian case." Thesis, University of Sussex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327846.

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Atuahene, Francis. "A policy analysis of the financing of teriary education institutions in Ghana an assessment of the objectives and the impact of the Ghana Education Trust Fund /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1160006095.

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Thång, Per-Olof, and Kerstin Littke. "Thematic quality assessment of learning at work within Higher Vocational Education." 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2014. http://hdl.handle.net/2237/20871.

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Ghani, Shehzad K. "Role of Learning Management Systems for Formative Assessment in Higher Education." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39525.

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This study addresses faculty perceptions of how the features of existing learning management systems (LMS) currently and potentially enhance their assessment of student work. Within this type of technology, a selection of a couple of main systems, namely Blackboard and Moodle, was examined. A critical analysis of the exiting literature on the adoption of assessment features within the classrooms for formative purposes is presented. A mixed methods research design was used in order to evaluate the effectiveness of formative assessment tools in LMS. A survey was electronically distributed to pro

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DiCarlo, Anne. "The development and validation of the Brief Assessment of Student Engagement (BASE)." Thesis, California State University, Stanislaus, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10247826.

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<p> The current state of community college student engagement literature is that it is rich with journal articles and research but limited on tools with which to measure the construct of engagement. The Community College Survey of Student Engagement (CCSSE), a widely cited survey of community college student engagement, is one way to measure engagement, though this instrument has come under scrutiny for the validity of its benchmarks, its lack of emphasis on cultural considerations, and its length. The present study sought to create and validate a new survey of community college student engage

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Scoble, Rosa. "Funding of research in higher education : a panoptic view of the RAE." Thesis, Brunel University, 2003. http://bura.brunel.ac.uk/handle/2438/498.

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The thesis investigates the effects that the Research Assessment Exercise (RAE) has on the Higher Education sector. The alternative view presented by the thesis is that more knowledge can be created by concentrating on the different constituents of the RAE and their specific interactions with particular areas of the Higher Education sector. The RAE constituents are interpreted as drivers that influence and impact, in dissimilar fashions, on different activities of Higher Education Institutions (HEI). This micro analysis of the RAE enables the investigation to isolate the single effects of the

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Wheatley, Sharon. "Operational risk assessment in a higher education institution : a social systems perspective." Thesis, King's College London (University of London), 2011. https://kclpure.kcl.ac.uk/portal/en/theses/operational-risk-assessment-in-a-higher-education-institution(d57f6388-6dd8-45f7-8746-b29fb1e5bd52).html.

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The Higher Education Funding Council for England (HEFCE) has recommended the implementation of operational risk management in universities since 2001. This case study investigated risk assessment in this context, aiming to critically examine variety in different groups in a single institution. Social Systems Theory formed a framework to create new insights into reflexive understandings of risk, utilising data from interviews, and group discussions during risk assessment training. The study makes a significant contribution to knowledge about real-life risk assessment practices, revealing two pa

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