How Data Makes an Impact: Factors Influencing the Use of Evidence in the Quality Development of Studies and Teaching

Abstract

The use of empirical evidence in the quality development of studies and teaching has been demanded in higher education policy for years, but in practice it is subject to many conditions. Based on an explorative, non-representative approach drawing on 23 interviews at 14 universities, 34 examples of evidence use were reconstructed and examined to determine under what conditions evidence is actually used. The results indicate that dissemination and relevance are particularly decisive factors. Similar trends emerge for the credibility of data and data producers, albeit less clearly. By contrast, evidence-based leadership as well as high competencies and resources in quality management appear to be less decisive. Evidence-based higher education development is therefore not secured solely through the accumulation of resources or methodological expertise, but rather through the dissemination of data.