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By now it should be clear that we take a long term and
rather populist view of self-studies:
- By focusing on activities and on the goal of
influencing and documenting improvements in practice, we
open up a long term perspective: clusters and series of
studies that unfold over years.
- Evaluations that influence practice will be based on
active participation by or even leadership by
stakeholders: this process is probably more distributed
than centralized.
So our view of accreditation self-studies is
interdependent with the 'culture of inquiry' at the
institution: whether it is customary and comparatively easy
for people to move forward in part by periodically asking
questions about current practice, gther and analyze
evidence, and use their findings to decide what to do next.
If your institution is a subscriber, you can
click here to see the chapter from the Flashlight Evaluation
Handbook on creating a culture of inquiry. If you're
not, don't panic - you're not missing the magic bullet. The
chapter consists of a list of factors that, together,
constitute an institution-wide capacity to use evidence to
improve activities and outcomes.
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