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This paper aims to report the process and outcomes of a case study which introduced internal evaluation procedures into academic departments of a university in Iran. The purpose of the study was to identify what benefits could arise from using internal evaluation, and what obstacles existed to its successful introduction.

This paper reports a case study of internal evaluation within the academic departments of a university in Iran. The case study research used a range of methods to collect information on the operation of the intervention. This paper addresses the findings of a recent longitudinal research in relation to the issue of internal evaluation. A qualitative methodology was used to gain the perceptions of faculty members and department directors and reactions to the effects of the internal evaluation on their work and improvement of department quality. The methods of data collection included interviews, group discussions and workshops.

It was concluded in the study that internal evaluation processes are potentially valuable in Iranian universities but, if this value is to be realized on a continuous basis, particularly in the absence of external evaluation as an incentive, then it needs to become an integral part of each department, university, and the nationally accepted framework of quality assurance and management.

The research was only conducted in 23 academic departments where the departmental heads and members of faculty were in agreement with the pilot introduction of internal evaluation.

There are considerable implications for the changes that would be needed in management and decision‐making structures if the internal evaluation is to be fully effective.

The paper is of value because there is considerable interest in systems of internal evaluation in universities, but there are few studies in developing countries and, in particular, there is no previous research in Iran.

Internal control evaluation is a critical component of the overall audit process, mandated by auditing standards worldwide. These standards divide internal control structures into a number of elements, summarised as the control environment, information systems, and control procedures. Significant research exists as to auditors’ evaluations of internal controls. However, little work appears to consider the elements’ inter‐actions and relative significance. This study attempts to gauge the relative importance external auditors assign to the three elements. 94 practicing auditors evaluated internal control structures in two fictitious companies, one with strong internal control elements throughout, the other with one of the three set at a lower reliability level. The results indicate auditors consider control environment the most important element of internal control. The effect of weakening this element was that auditors assessed all three elements and overall evaluation as less reliable. Varying the other two elements did not have such significant effects. The findings carry ramifications for the auditing profession, particularly in drafting auditing standards on risk assessment.

The purpose of this study is to investigate the system of factors influencing the efficiency of internal evaluation in Polish secondary schools.

Data collected in interviews with evaluation experts and teachers on the barriers to the efficiency of internal evaluation and their causes were subjected to a qualitative cause-and-effect analysis.

Five barriers to the evaluation efficiency (6B model) and five actions of the school head stopping their impact (6A model) were identified. The latter include selecting the key evaluation function (3KEF model) and ensuring the conditions for efficiency in the improvement loop.

Although the research was carried out in Polish schools, the conclusions indicate regularities affecting organizations throughout the world.

Students’ educational needs may exceed the schools’ ability to meet them at class time mostly due to resource constraints. The implementation of the principle of equal opportunities in education requires continuous improvement of the efficiency of schools’ processes. Evaluation can help qualify tasks for improvement.

The level of engagement (reactive/active) of the school principal and teachers in evaluation and improvement is a crucial factor in overcoming the barriers to the efficiency of the school processes.

The ability to respond to the efficiency gaps of the school processes depends on the choice and efficiency of the KEF. The rationale for selecting the function and the schemes for its implementation have paradigmatic grounds.

Increased investments in employee further training have resulted in a growing interest in ensuring and improving the quality of these measures. However, little is known about the operational decision to initiate an evaluation of further training. Therefore, the purpose of this paper is to investigate under which circumstances firms decide to evaluate training measures.

The study analyzes the evaluation decision of firms and external suppliers, and differentiates between internal and external further trainings. Theoretically, two goals of evaluations – monitoring and feedback – and their relevance for the decision makers are considered. Using a unique linked employer–employee data set, the study employs multi-level models to analyze three influencing factors on the evaluation decision: characteristics of the further training measure itself, the employees and the employers.

The results show that evaluation decisions are not based on general organizational practices but on case-by-case cost-benefit considerations. Interestingly, firms are more likely to evaluate internal further training measures than external ones. Therefore, evaluations seem to be more frequently used as a feedback instrument than for the purpose of monitoring. For external further training measures, firms seem to trust market mechanisms as a monitoring instrument, instead of conducting an internal evaluation.

Although further training has become increasingly important, little is known about firms’ quality management in this respect. This paper provides a theoretical framework for the usage of evaluation procedures and analyzes firms’ strategies for ensuring quality based on a large set of variables to give new insight into the organizational decision-making processes.

This study aims to explore ways of developing, implementing and validating a new framework and criteria for self-evaluation of programme curricula, with specific reference to the quality assurance certification process in a particular case.

The framework is developed using a case study research methodology and implemented based on criteria extraction through the triangulation of indicators achieved from internal goals and external directives.

The findings reveal that this is an improvement-led framework that can be adapted to other contexts during the quality assurance processes to facilitate periodical programme evaluations with a focus on the curriculum.

The proposed practical tool is developed for the programme evaluation process with a curricular focus during the quality assurance certification process of an interior architectural programme while enlightening the processes for the periodical self-evaluations of other institutions. The framework depends on both institution-specific internal and external directives and fulfilling curriculum-related criteria of the European Standards and Guidelines for Quality Assurance.

Within quality assurance processes, despite external quality assurance mechanisms, there is a shortage of self-evaluation tools for internal quality assurance procedures, which allow the dissociation of programme-specific qualities. The proposed framework is developed as an example of a self-tailored internal quality assurance tool and process for educational institutions to reveal their unique qualities.

In Saudi Arabia, technical education is managed by Technical and Vocational Training Corporation. However, there is no independent accrediting body to accredit the technical institutes and assure its quality, which causes the lack of unified quality assurance standards and manageable quality improvement processes. The purpose of this paper is to propose self-evaluation standards to help the technical institutes to evaluate their performance.

The author has used a brainstorming technique of local practitioners in quality assurance. Such technique was performed by adopting DACUM that stands for “Developing A CurriculUM”. The author has used a heuristic educational and training process as the foundation of the standards and processes development, namely; curriculum, environment, training managements, and instructors. A team has been established that has been trained locally and abroad on the quality assurance standards and processes. The team studied several quality frameworks of the different countries to come up with guidelines for quality self-evaluation and standards.

The author has found that such an approach is a very effective tool for improving the institutes' performance and gives them the flexibility to decide about their missions. Most of institutes' staff is reluctant to participate in the self-evaluation process because of the fear it may reveal their weaknesses, but with encouragement and motivation especially from the top management they tend to participate in such a process. Self-evaluation helps the educational institutes to be benchmarked with other international institutions, in which good practices may be adopted by the institutes' managements to achieve their vision.

The proposed approach can help the technical education institutes to manage their quality system. In addition, the implementation of such an approach might be the starting point to develop a quality system framework for the technical education in Saudi Arabia. However, further investigation is needed to measure whether applying such standards may help the technical education institutes to meet the required quality standards to attain an accreditation from the international quality agencies.

The proposed guidelines for quality standards and processes is a contribution in the accreditation and quality assurance processes for many public and private institutions in Saudi Arabia. In addition, it is an important step to standardize the quality processes.

The main purpose of this paper is to examine more closely the tension between, on the one hand, forms of internal school improvement based on internal evaluation measures and, on the other hand, control and legitimisation needs grounded on external evaluation measures.

The clash of these forms of evaluation is at the core of the paper, dealing in particular with the changing evaluation systems in the Cypriot education system. Therefore, the case study approach is utilised here. More specifically, the case of Cyprus is used as a system under transition in order to move from a primarily teacher inspection system, which is externally driven, to a combination of a teacher/school inspection system, which is based on both external and internal processes and is directed at both formative and summative evaluation processes.

It is asserted that the new proposed appraisal system for Cyprus addresses the deficiencies of the current evaluation system and generally aims at achieving a balance between external and internal processes. Finally, the conditions for the acceptance and successful implementation of new evaluation systems are described.

The results of the study constitute a rich setting of future developments for Cyprus schools with regard to important issues such as school accountability, school improvement, teacher evaluation, internal school evaluation and external inspection, through the proposed appraisal system. Therefore, the paper provides an important source of information for those who have the responsibility of creating educational policy and planning for the years to come in the area of teacher appraisal.

The current research aims to explore the differential effects of bundling products with guarantees (explicit promises of product performance) or with diagnostic kits (kits that allow the user to measure actual product performance) on pre‐purchase product evaluations. It is proposed that when product performance evaluation relies on external sources of information, the effect of a guarantee exceeds the effect of a self‐diagnostic kit. However, when product performance evaluation relies on internal information or self‐reports, product evaluations are better leveraged by an offer of a diagnostic kit than by a guarantee.

The first study examines the differential effects of guarantees and of diagnostic kits on pre‐purchase evaluations of hypothetical products as a function of the mode of evaluation of product performance (internal versus external information sources). The second study explores these effects on pre‐purchase evaluations of actual products, and further includes a control condition.

The findings confirm the hypothesis that a guarantee (diagnostic kit) leads to higher product evaluations than a diagnostic kit (guarantee) when product performance evaluation relies on external (internal) sources of information.

The relative benefits of bundling guarantees or diagnostic kits to product offers have not been examined to date. The current research not only demonstrates this relative effect and its underlying mechanism, but also identifies the product attributes that contribute to this effect.