Improving the Evaluation of Scholarly Work [electronic resource] : The Application of Service Theory / edited by Evert Gummesson, Montserrat Díaz-Méndez, Michael Saren.

Introduction -- Balanced centricity in the higher education service ecosystem -- Students are not customers: Reframing student's role in higher education through value co-creation and service-dominant logic -- Understanding the contribution of the A4A approach to higher education -- Case research and theory in service research -- Lights and shadows on students' evaluation surveys: Insights from service dominant logic -- Learning and teaching in higher education: Developing different approaches for teaching based on a constructivist methodology -- (Co-)learning and (co-)evaluation in scholarly ecosystem: Challenges and opportunities in the Covid-19 Era -- Deep learning in higher education: A service-dominant logic perspective -- Evaluation and quality metrics for distance and blended teaching -- Metrics and processes for evaluating scholarship in higher education: Experts' critical reflections on key questions.

This book aims to stimulate debate in the growing and highly controversial area of measuring scholarly work. The authors examine key aspects of this topic through the lens of the latest theoretical developments in service science and associated fields. It includes chapters explaining the theoretical developments and methodological aspects of measuring the quality of academic teaching and research, while other chapters provide a review and analysis of various types of scholarly work metrics and processes with examples from several countries, cultures, and educational systems. The current growing concern about higher education (HE) quality has prompted institutions to divide university teachers' work into different areas and to design methods aimed at measuring the productivity of these areas. It is widely accepted that the need to evaluate HE service quality is a relevant issue for any society. However, the authors argue that most of the current practices used in the pursuit of this objective are jeopardizing the future of the university as a place of knowledge generation, science evolution and professional education.