Abstract
For many students and lecturers evaluation is confined to some form of survey. Whilst these can provide useful feedback, their focus is likely to reflect the values and norms of those commissioning and undertaking the evaluation. For real improvements in quality to occur both lecturers’ and students’ perspectives of factors that are important need to be made explicit and understood. Drawing upon literature relating to service quality and in particular the Service Template, this article outlines and evaluates an alternative approach for establishing students’ and lecturers’ perspectives, obtaining feedback and developing an agenda for improvement. Using the example of dissertation supervision, it is argued that a revised Template Process operating within a process consultation framework can meet these concerns. The article concludes with a discussion of the applicability of the Template Process to evaluating teaching and learning.