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This paper deals with the effectiveness of QM in teaching and learning from different perspectives. In line with the sensemaking approach (WEICK, 1995), efficacy is conceptualized as a cognitive and social construction and reconstructed as an efficacy ascription by the actors. On the basis of a qualitative expert survey organized as a Delphi study, different theories in use (ARGYRIS & SCHÖN, 1996) concerning the effectiveness of QM are reconstructed. Such theories become manifest in formal managerial interpretations of control and QM on the one hand, and in ‘alternative’ interpretations on the other hand. When understood as patterns of thought and interpretation, these theories influence not only the ascription of effectiveness by the actors, but also their actions in the respective social and organizational context.

Bedingte Wirksamkeit von QM in Studium und Lehre: Ergebnisse einer Delphi-Studie