'Classroom walk-throughs' as a Responsible Quality Management approach in Higher Education

This paper examines the degree to which heads of studies apply observation of classroom teaching as a responsible strategic tool to identify and monitor didactic quality and development. Based on interviews, survey and observations, we found a discrepancy between how heads of study fearing classroom observations to be a negative control on the one hand, and how there actually seems to be a strong call among ordinary teachers for management observing teaching on the other hand. We conclude that there is an undervalued potential with classroom walk throughts.