Evaluation In Higher Education

The evaluation process it is applicable the all the higher education institutions: universities polytechnic, public, private, cooperative and military. It aims to stimulate the quality improvement activities development, and ensure a more rigorous knowledge and a more transparent dialogue between higher education institutions. This process of is unleashed in two phases: the self-evaluation and the external evaluation, concluding with the global evaluation of the institution. The meta-evaluation can be performed by foreign or national entity in coordination with the Higher Education Evaluation National Advise Board as quality national organism helping to improve cohesion and credibility of the evaluation of and assessment process for the achievement

In passing through the above stages organizations, seem to adopt a rather ‘hard’, ‘traditional’ or ‘process-oriented’ approach, often neglecting human resources issues (Wilkinson et al., 1991; Marchington et al., 1993; Snape et al., 1995). However, quality experts, researchers, academics and practitioners argue that people issues are at the core of the quality philosophy and that employee involvement and commitment is essential for the successful introduction and implementation of quality initiatives, programmes, practices and techniques.

The higher education institutions evaluation is a common practice in European countries. In the United States, the institutions themselves started the research on the efficiency of their own operation, reviewing programs and working on strategic-orientated planning. According to Bricall (2000), more than two thirds of the States have a quality evaluation system for higher education institutions in its territory. An important aspect of the evaluation process is the use of the results of the educational process by students, which represents significant

This will successfully support the strategy of the institution for research, teaching and service to society. An evaluation scans not only the decision-making processes and the capacity for change, but also how the institutions had settled an effective internal quality culture. This evaluation explores the extent to which the institution is able to support academic vitality, innovation and a strategic vision. The final report of the external evaluation team, if properly used, is an important tool for the institutions to engage in quality improvement initiatives, reinforcing their strong points, correcting their main weaknesses, overcoming their threats and taking advantage of the opportunities put before them (Rosa & Amaral, 2008). In summary, it helps institutional leadership preparing for change (Amaral, 2001), reinforcing the internal quality culture and boosting institutional