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02/10/2025 | New publication: Qualitative evaluation strengthens teaching, research and internationalisation

Eine Gruppe von etwa 20 Personen siA group of about 20 people sits in a circle in a bright room. The people appear focused and are likely engaged in a group discussion or meeting. Large windows and white walls are visible in the background. The image is overlaid with a transparent layer showing an open notebook and additional scenes.tzt im Kreis in einem hellen Raum. Die Menschen wirken konzentriert und führen offenbar ein Gruppengespräch oder ein Meeting. Im Hintergrund sind große Fenster und weiße Wände zu sehen. Das Bild ist mit einem transparenten Overlay einer offenen Notiz und weiterer Szenen überlagert.
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International Teaching Requires New Assessment Approaches

How can teaching and learning processes in international study programs be better supported? This question is explored in a recent article by Richard Vargas as part of the NIDIT project – Network for Impactful Digital International Teaching Skills.

While quantitative methods remain the standard basis for evaluating courses, the article titled "Enhancing Experiences in International Courses through the Implementation of Qualitative Assessment" highlights that these methods insufficiently capture key aspects such as cultural diversity, individual learning experiences, and emotional dimensions. Qualitative approaches offer new perspectives: they create space for feedback and reflection, foster an open dialogue between instructors and students, and thus contribute to a more inclusive academic environment.

Using two case studies at Justus Liebig University Giessen, Richard Vargas demonstrates how formative and dialogic methods can enhance the quality of teaching and learning. The analysis focused on international NIDIT workshops and the use of the Teaching Analysis Poll (TAP) method in a master's program. The results emphasize that students should not only be assessed but actively involved as partners in the development of teaching and learning formats.

The publication was created as part of the NIDIT project, funded by the Stiftung Innovation in der Hochschullehre.

Link to publication