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史, 一涵. „Research on Higher Educational System Health Evaluation“. Advances in Applied Mathematics 10, Nr. 06 (2021): 1924–29. http://dx.doi.org/10.12677/aam.2021.106202.
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Abidin, Munirul. „Stakeholders Evaluation on Educational Quality of Higher Education“. International Journal of Instruction 14, Nr. 3 (01.07.2021): 287–308. http://dx.doi.org/10.29333/iji.2021.14317a.
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Vinnik, Alina Evgenievna. „Evaluation of higher education system management efficiency“. Vestnik of Astrakhan State Technical University. Series: Economics 2020, Nr. 1 (31.03.2020): 101–7. http://dx.doi.org/10.24143/2073-5537-2020-1-101-107.
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The article presents the study results of the effectiveness of managing the higher education system using the experience of leading countries of the world. The higher education systems of the United States, the UK and Sweden were chosen as the objects of study representing the North American, European and Scandinavian models of education. The educational organizations of the above countries traditionally hold the leading positions in the world ratings, including the rating of the national education systems Universitas 21, rating of the world's academic universities and ranking of the best universities in the world according to the Times Higher Education version. The official data of the leading world ratings in the field of education were analyzed, as well as the distinctive features of the educational policy of the United States of America, the UK and Sweden were identified, on the basis of which factors ensuring the high efficiency and competitiveness of the higher education system in the global educational service market were stated. Among the main factors are the following: high government spending on the education system, increasing the accessibility of higher education for the population, ensuring high quality educational services, export orientation, etc. The system of indicators has been formed to assess the effectiveness of managing national educational systems. The dynamics of coefficient of higher education propagation in the period within 1970-2014 has been illustrated; the forecast of involving the population of the leading countries into the higher education up to 2050 has been presented. It has been stated that in the developing countries the problem of higher education can be solved due to its accessibility and in the economically developed countries it is solved due to increasing the quality of educational programs, rising the number of educational trajectories and costs.
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Bykov, Valeriy Yu, Oleksandr Yu Kuchanskyi, Andrii O. Biloshchytskyi, Yurii V. Andrashko, Oleksandr V. Dikhtiarenko und Svitlana V. Budnik. „DEVELOPMENT OF INFORMATION TECHNOLOGY FOR COMPLEX EVALUATION OF HIGHER EDUCATION INSTITUTIONS“. Information Technologies and Learning Tools 73, Nr. 5 (30.10.2019): 293–306. http://dx.doi.org/10.33407/itlt.v73i5.3397.
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This paper presents a method for complex evaluation of higher education institutions based on a generalized volume of m-simplex calculation. Every kind of activities of higher education institutions (educational, scientific, innovative, etc.) determines an axis in the multidimensional space used to build the m-simplex. After evaluating higher education institutions in the specified m-activities, the points are put on the respective axis. M-simplex with vertices in these points is built. The generalized volume of this m-simplex, which is calculated based on the Cayley-Menger determinant, defines the integral quantitative assessment of higher education institutions’ activities. To verify the specified method for evaluating higher education institutions, we reviewed well-known evaluation methods and described some types of activities that could be used as a basis for a definition of the axes on which the m-simplex is built. The research component of higher education institutions’ activities is determined by the volume of articles published and their citations in international scientometric databases. The educational component relates to the quality of graduates, their competitiveness in the labour-market. The international component concerns the participation of higher education institutions and their departments in international programs and projects. The described method could be used to monitor the activities of higher education institutions and their separate structural subdivisions. The results of the monitoring are important for a comprehensive evaluation of scientific, educational, international, innovative and other types of activities of higher education institutions in a particular region and the country as a whole. In this article, we have formed a list of indicators, according to which several Ukrainian higher education institutions were evaluated. Besides, the comparison of quantitative evaluations with ratings of higher education institutions in international systems of university activities evaluation was made.
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Gounopoulos, Elias, Sotirios Kontogiannis, Stavros Valsamidis und Ioannis Kazanidis. „Blended Learning Evaluation In Higher Education Courses“. KnE Social Sciences 1, Nr. 2 (19.03.2017): 385. http://dx.doi.org/10.18502/kss.v1i2.674.
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<p class="AbstractText">Although traditional learning was a necessity for centuries and distance learning is sometimes the only way for learning for many learners, the last two decades a supplementary mode to the other modes of learning emerged, the e-learning. However, the last few years, blended learning has dominated as the only mode which combines perfectly the advantages of the other modes of learning.</p><p class="AbstractText">The role of educational content in blended learning is crucial. The key factor to success is high quality educational content, appropriate for learning and able to fulfill course educational aims and objectives. Most of the times it is not an easy task to give feedback to instructors about the online educational content. However, some course characteristics and students’ actions may reflect the quality and quantity of the educational content.</p><p class="AbstractText">This study evaluates the use of blended learning in TEI of West Macedonia with the use of structured questionnaires exposed to the learners. The learners express their attitude about how useful the blended learning is and how this blended means facilitates their studies. It proposes two variables Richness and Usefulness, taking into account statistics concerning the courses. These variables aim to help course instructors and administrators review course usage and find course weaknesses.</p>
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Dybach, Inna. „Institutional aspects of educational quality management in higher educational establishments“. Economics of Development 18, Nr. 1 (10.06.2019): 33–43. http://dx.doi.org/10.21511/ed.18(1).2019.04.
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Higher education in Ukraine, as one of the prerequisites for national security and competitiveness of the country, needs to be reformed, first of all in the context of improving the quality of educational services. Educational quality studies have confirmed that the educational system does not adequately address the needs of customers and those who receive education. In this regard, the purpose of the article is to study the theoretical aspects of the institutional provision of the quality management process of higher education. Methods of dialectical cognition, comparative analysis, content analysis and a comprehensive approach to the analysis of transformations in the field of higher education are used in this work. A prerequisite for ensuring the quality of higher education is the definition of the hypostasis of the relevant procedures, among which process, functional and evaluation are identified. It is established in the article that the institutional environment in the field of education is an ordered set of legally established norms and informal rules that determine the conditions for the functioning of institutions of higher education, structure the relationship between the subjects of the educational process and are formed within the educational system. The article deals with a wide network of organizations that form the institutional environment of the national higher education, which, according to the levels of government, are divided into international, national, regional and local. It is noted that state agencies for ensuring the quality of education have the largest share in the formation of the institutional environment of the educational sphere. This often leads to a conflict of interest of stakeholders, which can be solved by the introduction of the Institute of Independent Educational Auditors.
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Fjellström, Mona. „The influence of evaluation in higher education“. Evaluation Journal of Australasia 7, Nr. 2 (September 2007): 25–30. http://dx.doi.org/10.1177/1035719x0700700204.
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The increasingly ritualized and instrumental evaluation of higher education, initiated mainly from above, has resulted in little consideration of what is needed if evaluation is truly to support the development of higher education. Strategies for quality enhancement and accountability rarely consider the distinctive features of higher education development. This article describes the influence of an evaluation strategy that was locally initiated and deliberately involved stakeholders in the process. The evaluation was designed to support the development of an undergraduate medical education programme in Sweden. Based on experiences from the case, I argue that evaluations should, in the context of higher education, be made the responsibility of the teachers. Making the teachers responsible should develop both their ability to work with educational development and to a greater extent enable definitions of educational quality specific to education. The case describes an evaluation strategy that distinctly emanated from the need for knowledge by those who were responsible for the development of an undergraduate medical education programme in Sweden. The programme board established a dialogue with 10 of the stakeholders. The core aim was to learn more about the stakeholders’ expectations and views about the programme, but also to identify important areas for programme development. The dialogue with the stakeholders contributed to the creation of a qualified and nuanced development process and illuminated an evaluation process more associated with learning than quality enhancement. The commitment to cooperation, dialogue and enlightenment was, however, constantly threatened by a higher education culture that is increasingly characterized by productivity and efficiency.
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Zaskaleta, Svitlana. „HIGHER EDUCATION QUALITY ASSURANCE: FINLAND’S EXPERIENCE“. Continuing Professional Education: Theory and Practice, Nr. 2 (2020): 114–19. http://dx.doi.org/10.28925/1609-8595.2020.2.15.
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The article discusses the main approaches to quality assurance in higher education in Finland. The relevance of studying the experience for Ukraine is determined. Quality assurance in higher education is governed by the legal framework of the country. External evaluation is carried out by the Finnish Education Evaluation Center (FINEEC). The objectives of the FINEEC are: evaluation of education, teaching, teachers and activities of higher education institutions; development of educational evaluation; evaluation of the results of training in basic education, higher secondary education and training, basic education in the arts. Finnish higher education institutions are primarily responsible for the quality of education. Self-esteem is accomplished through a digital platform. Program accreditation aims to increase international recognition. The author notes that Higher Education Institutions are actively involved in external evaluations. The quality assurance mechanism of education is constantly being improved. The results of the external evaluation are used as a benchmark for internal evaluation. Higher education institutions select a national or international team to audit. Particular attention is paid to the accreditation of programs. The analysis of the quality assurance system of higher education gives grounds to claim that it is an effective organization, which provides the necessary resources (academic and administrative staff, students, scientific and administrative leaders, financial, material, information, scientific, educational resources, etc.); effective activity of relevant bodies that ensure the quality of higher education of the country; designation of audit teams; identifying audit objectives; undergoing appropriate procedure; defining clear evaluation criteria that demonstrate the effectiveness and quality of the evaluation. The outlined approaches and methods of quality assurance of education serve as an example of imitation for quality assurance of higher education of Ukraine and a guideline for its development.
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Gorbatkova, Elena Yu, T. R. Zulkarnaev, U. Z. Akhmadullin und Kh M. Akhmadullina. „HYGIENIC EVALUATION OF NUTRITION IN STUDENTS OF HIGHER EDUCATIONAL INSTITUTIONS“. Hygiene and sanitation 98, Nr. 5 (28.10.2019): 540–45. http://dx.doi.org/10.18821/0016-9900-2019-98-5-540-545.
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Introduction. Rational nutrition is one of the most important factors of a healthy lifestyle, ensuring the preservation and strengthening of the health of the population. However, in the government document “Fundamentals of the state policy of the Russian Federation in the field of healthy nutrition of the population for the period until 2020” it is noted that despite positive trends in nutrition of the population, the mortality from chronic diseases, the development of which is largely related to the alimentary factor, remains much higher than in most European countries. It is especially important to ensure the rational nutrition of young people, which determines the future development of Russian society. Given the urgency of the problem, we carried out a comprehensive hygienic study aimed at studying the nutrition of students in higher education. Materials and methods. 1820 students from 4 Universities of Ufa of the Republic of Bashkortostan took part in the experiment. The study of the daily diet of students was conducted using the method of 24-hour reproduction. Two computer programs aimed at monitoring of the daily diet of students have been developed, tested and registered. The chemical composition and caloric content of the consumed products was estimated. Results. As a result of the study, the amount of protein in the daily rations of students was found out to increase (for girls - by 8.2%, for boys - by 23.5%). Above the norm, there is also the fat content in food products of young men (by 10.2%). The students of both genders have been diagnosed with carbohydrate deficiency (8.5% below the norm for girls, 10.4% for boys). The daily calorific value of the students was normal. Evaluation of the content of macronutrients in the diet of students revealed excessive intake of sodium (32.7% above the norm for girls and 90.9% for boys), phosphorus (25.1% higher for girls and 65.0 % - for boys). Both girls and boys have a significant calcium deficit: 44.5% and 41.1% lower than the normative indices, respectively. When studying the content of microelements in diets, the girls showed a significant iron deficiency (21.7% below the norm). Deficiency of vitamin C (for girls below the norm by 23.2%, in boys - by 15.2%) was identified. The intake of vitamin B2 is somewhat reduced for female students (by 11.2%). Conclusion. The analysis of the students’ diet revealed a discrepancy with the norms of physiological needs for a number of nutrients. A conceptual medical-pedagogical model aimed at the formation of value orientations towards the healthy lifestyle of students (oriented, among other things, improve the quality of nutrition) has been developed and tested. The analysis of the effectiveness of the medical-pedagogical model is carried out using neural network information technologies that assess the impact of the regime and quality of nutrition on students’ health status.
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Cheng, Shaohua, und Yongwei Zhou. „The Evaluation and Optimization to the Higher Educational Resource Allocation“. International Journal of Cognitive Informatics and Natural Intelligence 9, Nr. 1 (Januar 2015): 60–73. http://dx.doi.org/10.4018/ijcini.2015010105.
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The paper regards the 42 undergraduate colleges (the independent colleges are not included) of Henan province by the end of 2013 as the object of research, builds the composite indicator rank model of undergraduate colleges' educational resource allocation. On this basis, the authors use the score of integrated factor as the rank of composite indicator. In addition, they cluster to the educational resource allocation of 42 undergraduate colleges by use of cluster analysis under the new factors, and the 42 undergraduate colleges are divided into 4 classes. Finally, according to result of cluster analysis and factor scores, the authors put forward the related suggestion of optimizing educational resource allocation for each cluster colleges.
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Johnson-Greene, D., und L. M. Binder. „Evaluation of an efficient method for verifying higher educational credentials“. Archives of Clinical Neuropsychology 10, Nr. 3 (01.01.1995): 251–53. http://dx.doi.org/10.1093/arclin/10.3.251.
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Johnson-Greene, D. „Evaluation of an efficient method for verifying higher educational credentials“. Archives of Clinical Neuropsychology 10, Nr. 3 (Juni 1995): 251–53. http://dx.doi.org/10.1016/0887-6177(94)00043-p.
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Klimuk, V. V., und O. E. Komarov. „Methodical basis for evaluation of competitiveness of higher educational institutions“. Alma mater. Vestnik Vysshey Shkoly, Nr. 2 (Februar 2017): 92–95. http://dx.doi.org/10.20339/am.02-17.092.
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������, Elena Shikhova, �������, Marina Noskova, ������� und Dmitriy Andrega. „Monitoring Educational Process Quality at a Medical Higher Educational Institution“. Standards and Monitoring in Education 3, Nr. 2 (17.04.2015): 16–21. http://dx.doi.org/10.12737/11208.
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Medical education and training of a future doctor or a medical officer are strongly influenced by changes taking place in society. The reform process
aimed at forming new approaches to teaching methods, monitoring, evaluation of educational activities and the development of corrective actions.
Federal State Educational Standard of Higher Professional Education (FSES of HPE) requires the implementation of competence-based approach in the
training of future health service expert that requires regular monitoring of the learning process.
In higher medical education monitoring of the learning process has a significant role. Monitoring of the education quality includes the complexity of
actions: organization, data collection, processing and information on results of the activities in the educational process to ensure continuous monitoring
of the condition and forecasting its development.
The analysis results of the satisfaction with the quality of the educational process of the department of psychology and pedagogy within the quality
management system in medical university are presented, the concept of "quality", "satisfaction with the quality", "customer satisfaction", "pedagogical
monitoring" is revealed, psychological and pedagogical conditions of educational activities affecting the education quality are described.
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Vasil’ev, A. I. „Quality and Competitiveness in the System of Higher Education: Aspects of Interrelation“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, Nr. 4 (21.04.2019): 37–43. http://dx.doi.org/10.31992/0869-3617-2019-28-4-37-43.
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The article examines the relationship between the theoretical categories “quality of education” and “competitiveness of education”, as applied to educational activities of higher educational institutions. Based on a review of the scientific literature, the author adduces the examples of the opposition and mixing of the quality and competitiveness of education. The quality of education and its competitiveness are characterized as fundamental values that are the objects of analysis and evaluation in the university management system. The author’s definition of the competitiveness of educational organization as a feature reflecting the relative superiority over rivals at the pre-active stage is proposed. The author considers the relationship of competitiveness and quality of education by highlighting the methods and indicators of their evaluation and analysis in the intra-university management system. The mutual dependence of the quality and competitiveness of education is manifested in the formulation of indicators and methods for their evaluation. Assessment of the competitiveness of education and evaluation of its quality have a methodological commonality – using assessment approaches based on the “resource” and the “resultant” methodology. It has been proved that when evaluating the competitiveness of education, the results of educational activities should be taken into account, and using only an approach focusing on the resources of educational activities to assess the competitiveness of education will make such an assessment incomplete. The “quality” – “competitiveness” matrix built by the author allows to reveal four types of universities.
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Huan, Ji, und Ren Bo. „Application of the Big Data Grey Relational Decision-Making Algorithm to the Evaluation of Resource Utilization in Higher Education“. International Journal of Enterprise Information Systems 14, Nr. 2 (April 2018): 43–55. http://dx.doi.org/10.4018/ijeis.2018040103.
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In this article, the authors apply the big grey relational decision-making algorithm to improve performance evaluation effectiveness of the higher educational resources utilization. First, they discuss the performance evaluation indexes in higher education. Second, they propose the big data grey relational decision algorithm. Third, they establish the mathematical models of entropy weight and grey evaluation method. Finally, the authors carry out an evaluation simulation analysis on four cities as researching objects. The results show that the big data grey relational decision-making algorithm is an effective method for evaluating the higher educational resource utilization.
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Bratko, Mariia, und Liudmyla Khoruzha. „The research on educational environment of institution of higher education involving experts: results and analysis“. SHS Web of Conferences 75 (2020): 02003. http://dx.doi.org/10.1051/shsconf/20207502003.
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Based on the analysis of scientific resources, the role of educational environment in personal building, development and education is actualized. It is stated that educational environment is one of the most essential factors of those processes. The author’s definitions of notions “educational environment”, “educational environment of institution of higher education” are given. The authors advocate the point that educational environment is a system of facilities for personal education. It is emphasized that the environmental approach in education is changing accents in teaching which is aimed at creating and developing educational environment, which has to meet educational needs of a student. The author’s technique of evaluating the state of educational environment of institution of higher education is grounded and approved, the rating scale of this technique is introduced. The technique suggests making expert evaluation of educational environment of institution of higher education according to qualitative (modality) and quantitative (professional breadth, professional saturation, sociocultural intensity, congruence, openness, mobility, informativeness) parameters. The typology of educational environment of institution of higher education is presented (innovative-professional, formal-professional, pragmatically-oriented, formal general cultural educational environment). The analysis and interpretation of the results obtained from the experiment at University College of Borys Grinchenko Kyiv University are given. The evaluation of educational environment of the college has been made by three groups of experts, which have included students, teachers and parents. Despite the fact that evaluation by different groups of experts are similar, it is revealed that it has essential differences, which has been proved with appropriate statistical methods. It is determined that the substantiation of the whole monitoring system of educational environment of institution of higher education and corresponding diagnostic tools has great potential.
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Pérez-Jorge, David, Eva Ariño-Mateo, Ana Isabel González-Contreras und María del Carmen Rodríguez-Jiménez. „Evaluation of Diversity Programs in Higher Education Training Contexts in Spain“. Education Sciences 11, Nr. 5 (11.05.2021): 226. http://dx.doi.org/10.3390/educsci11050226.
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Measures adopted by educational systems to improve and adapt the educational response of pupils with disability or diversity conditions arising from their personal and social conditions, have enabled them to gain tenure throughout the various stages of education. Educational institutions have been progressively adapting and responding to the educational needs of students who start university, and this fact highlights the lack of inclusive culture in university institutions. The lack of training of university teachers in the educational response to the needs of students with disabilities is evidenced by the high dropout rates of this group and in successive complaints of teachers who do not have the skills or tools to cope with this situation successfully. The review of a set of 75 programs developed by different Spanish universities to meet the needs of these students shows an insufficient institutional and administrative response while reflecting the lack of unity of jointly developed criteria.
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M.O., Asanbe, Osofisan A.O. und William W.F. „Teachers’ Performance Evaluation in Higher Educational Institution using Data Mining Technique“. International Journal of Applied Information Systems 10, Nr. 7 (05.03.2016): 10–15. http://dx.doi.org/10.5120/ijais2016451524.
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Yuzyk, Olha, Iryna Mazaikina, Halyna Bilanych und Mariia Yuzyk. „Quality of Higher Education in Ukraine and Poland: Comparative Aspects“. Comparative Professional Pedagogy 9, Nr. 1 (01.03.2019): 66–74. http://dx.doi.org/10.2478/rpp-2019-0008.
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Abstract The articles considers European standards for education quality assessment. The effectiveness of the network of national agencies, in particular ENQA, which includes 40 agencies from 20 countries is described. The European association for quality assurance in education comparing with Ukrainian is described. The ways of introduction of high-quality education in higher educational institutions (hereinafter the HEI) in order to increase the importance of getting education in our state are offered. The key responsibility of the National Agency for Higher Education Quality Assurance (hereinafter the NAHEQA) in Ukraine according to the internal and external evaluation of the quality of higher education institutions is justified. The Law of Ukraine “On Higher Education” and the Law “On Higher Education and Science in Poland” concerning the powers, composition and main tasks of the NAHEQA and the Polish Accreditation Commission (hereinafter the PAC) are analyzed in the comparative aspect. A great attention is paid to the composition of the National Agency for Higher Education Quality Assurance in Ukraine. The criteria for evaluating the programs, subdivisions, and fields of study in Polish higher educational institutions from the highest rating to “no evaluation from 01.11.2011” which are set on the web-portal are described. You should choose the course with the base of all the Polish higher educational institutions. It is estimated that the following indicators such as missions and strategies of the university development and educational standards; teachers qualifications and other people who train students; the interaction with the environment of the socio-economic situation in the learning process; the effectiveness of the internal system of education quality assurance; internationalization of the educational process; accreditation and certificates of institutions, national and international; the infrastructure which is used for implementing learning outcomes, etc during the evaluation of the programs of Polish higher educational institutions are taken into account. The authors of the article give recommendations on ensuring the quality of national higher education as essential for trust in it and European recognition.
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Mohammadi, Mohammad. „Dimensions of Teacher Performance Evaluation by Students in Higher Education“. Shanlax International Journal of Education 9, Nr. 2 (01.03.2021): 18–25. http://dx.doi.org/10.34293/education.v9i2.3673.
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Evaluation is one of the important aspects of the process of educational activities. And by it, the shortcomings and strengths of educational programs are realized. In the meantime, the evaluation of the professor as an important strategy to improve the quality of education has been considered by universities. Therefore, higher education centers set criteria for determining the competence of their teacher and thereby evaluate their performance through a codified process. The purpose of this type of evaluation is to improve the teaching method and to improve its effectiveness. In this library research, by combining topics and presenting the views of scientists and writers, we will be aware of the strengths and weaknesses, and in the end, some suggestions will be provided.
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Ma, Junhong. „Intelligent Decision System of Higher Educational Resource Data under Artificial Intelligence Technology“. International Journal of Emerging Technologies in Learning (iJET) 16, Nr. 05 (16.03.2021): 130. http://dx.doi.org/10.3991/ijet.v16i05.20305.
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It aims to apply the neural network algorithm to the mining of educational resource data and provide new ideas for the intelligent development of teaching evaluation. The potential correlations between the teaching evalua-tion results and the teacher’s age, gender, professional title, and academic qualification are analyzed with the Apriori algorithm, which is improved with the decision tree based on the research of the existing university teaching evaluation system. The back propagation (BP) neural network model is improved based on the differential evolution algorithm (DEA). The DEA-BP model is applied to the prediction of teaching evaluation results for analysis. The results show that the execution time of the improved association rule algorithm (ARA) is significantly better than that of other models. In addition, the teacher’s age (40 - 50 years old or 50 - 60 years old), gender (female), professional title (senior or deputy senior), and academic qualifications (undergraduate or master) have certain correlation with the teaching evaluation results (excellent). When the DEA-BP algorithm is adopted to predict the teaching evaluation results, the average absolute error (1.05%) and the relative accuracy rate (95.44%) between its prediction value and the true value are optimal. Therefore, the ARA algorithm and DEA-BP algorithm based on the decision tree can intelligently extract the potential laws and knowledge in the teaching evaluation data, and provide support for teaching evaluation decisions. Thus, it exerts the role of promotion in the mining of educational resource data in universities and the intelligent development of decision-making systems
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Cobeña, Gema Tatiana Bravo, Lucía Atenaida Pin García, Sandra Cristina Solís Pin und Lubis Carmita Zambrano Montes. „formative assessment as systematic practice in higher basic education students“. International research journal of management, IT and social sciences 8, Nr. 2 (24.01.2021): 132–40. http://dx.doi.org/10.21744/irjmis.v8n2.1100.
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In the educational field, evaluation is a widely used term but generally associated with qualification, measurement, or as a promotional item from year to year. So, it is essential to reflect on the use given to it, in educational contexts. The objective was to analyze the perspective of teachers and students to the formative evaluation and their contribution to the improvement of the teaching-learning process, of the tenth-year students of a Fiscal Educational Unit in the city of Manta. The quantitative method was applied, to gather the information, with the use of a web survey aimed at both. As a result, it was obtained to be applied through: rubrics, portfolios, observations, conceptual maps, essays, co-evaluation, self-assessment, feedback; but, it does so in an ascetic and intuitive way. It is concluded that the assessment must be carried out in a procession manner, where the development of superior skills is enhanced, with dynamic activities, that favor metacognition, and self-regulation in the educational process.
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Coffey, Martin, und Graham Gibbs. „The Evaluation of the Student Evaluation of Educational Quality Questionnaire (SEEQ) in UK Higher Education“. Assessment & Evaluation in Higher Education 26, Nr. 1 (Januar 2001): 89–93. http://dx.doi.org/10.1080/02602930020022318.
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Ярая, Татьяна, Tatyana Yaraya, Леся Рокотянская und Lesya Rokotyanskaya. „Monitoring the State of Inclusive Higher Education“. Standards and Monitoring in Education 6, Nr. 3 (05.07.2018): 3–11. http://dx.doi.org/10.12737/article_5b290bb74417d5.74335662.
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The results of monitoring the state of inclusive education in educational organizations of higher education of the Republic of Adygea, Astrakhan region, Volgograd region, the Republic of Crimea and Sevastopol are presented in the article. The information was collected by fi lling out evaluation maps of the accessibility of higher education educational institutions and analyzing the offi cial websites of educational institutions of higher education. Particular attention was paid to the analysis of the requirements put forward to educational institutions of higher education by normative legal documents in the part of inclusive education, approved by the orders of the Ministry of Education and Science of the Russian Federation and resolutions of the Government of the Russian Federation.
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Tsymbalenko, Nataliia Volodymyrivna. „COMPETITIVENESS MANAGEMENT OF UKRAINIAN HIGHER EDUCATIONAL INSTITUTIONS“. SCIENTIFIC BULLETIN OF POLISSIA 1, Nr. 2(14) (01.03.2018): 124–28. http://dx.doi.org/10.25140/2410-9576-2018-1-2(14)-124-128.
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Urgency of the research. A special role in the formation of a competitive national economy belongs to the system of higher education and individual higher education institutions (HEIs), since they determine the levels of human capital and intellectual potential of the nation. In addition, a sufficient competitiveness level (CL) of domestic HEIs is a prerequisite for the integration of Ukrainian higher education system into the European educational space. Target setting. The activity of the HEIs in Ukraine occurs under the influence of a significant number of factors that increase competition in the market of educational services and significantly complicate the managing process of HEIs CL. These circumstances actualize the search for ways to improve the management of HEIs CL. Actual scientific researches and issues analysis. The HEIs CL as an object of research by economists, is found in the writings of such scholars as Bachynska O. M., Vorobiova K. O., Hryshchenko I. M., Dudko P. M., Ivanov Yu. V., Nefedova T. M., Prus L. R., Salohubova V. M., Tarasenko I. O., etc. Uninvestigated parts of general matters defining. The question of determining the management stages sequence of HEIs CL remains insufficiently researched in the scientific literature. The research objective. The investigation of category essence of HEIs CL; definition of the management stages sequence of HEIs CL. The statement of basic materials. The article studied the essence and proposes the definition of the category of HEIs competitiveness. A sequence of management stages of HEIs CL is formed, which involves the choice of a competitive strategy for HEIs on the environment factors evaluation results and factors of the HEIs CL. Conclusions. The main advantages of the management stages proposed sequence of the HEIs CL are: providing condition monitoring of the environment and factors of HEIs CL; the possibility of choosing a competitive strategy.
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Matsera, S. M., und L. G. Oliynyk. „Evaluation of the state of development of higher educational institutions in Ukraine“. Herald of Lviv University of Trade and Economics. Economic sciences, Nr. 56 (2018): 60–66. http://dx.doi.org/10.36477/2522-1205-2018-56-10.
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Rezgui, Abdelkerim, Jorge Marx Gómez und Raji Ben Maaouia. „KPI-Based Decision Evaluation System to Enhance QMSs for Higher Educational Institutes“. International Journal of Decision Support System Technology 9, Nr. 2 (April 2017): 39–55. http://dx.doi.org/10.4018/ijdsst.2017040103.
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Innovation has always been the engine of economic growth. Nowadays, billions are disbursed on research and universities are working increasingly closely with industries to help them developing new products and processes. In order, to maintain this important role and be more competitive, higher education institutions (HEIs) are trying to assure a high level of quality by following standards and using a sophisticated quality management system (QMS). The use of decisions support systems as enabler for QMS is an approved concept. However, it is not well introduced in the field of education despite its proven results within other domains. Here, we aimed to enhance the decision-making act in the application HEIs through the presentation of a novel concept called decision evaluation system. This system enables stakeholders to track, evaluate, recommend and comment decisions. It meets the recommendations of ISO 9001:2015 and specially the quality management principle 6: “make decisions based on evidence.” In this work the global process and the reference architecture will be presented. In conclusion, our work shows that HEIs take advantages from historical decisions and increases the ability to review, challenge and change opinions based on experience and knowledge sharing.
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Duran, T. V., und N. B. Kostina. „Educational policy and quality control of higher education: understanding and evaluation features“. Management Issues, Nr. 5 (2020): 46–57. http://dx.doi.org/10.22394/2304-3369-2020-5-46-57.
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SOROKO, Svetlana, und Liubov KOZORIZ. „Identification and evaluation of risks for educational services with higher education institutions“. Naukovi pratsi NDFI 2018, Nr. 85 (25.12.2018): 59–78. http://dx.doi.org/10.33763/npndfi2018.04.059.
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Havlíček, J., J. Hron und I. Tichá. „Knowledge based higher education“. Agricultural Economics (Zemědělská ekonomika) 52, No. 3 (17.02.2012): 107–16. http://dx.doi.org/10.17221/5002-agricecon.
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While data and/or information based education was built on pedagogic, psychology, philosophy of science and didactic disciplines, the new dimension of knowledge based education will involve new disciplines such as Knowledge Management, Epistemology, Systems Theory, Artificial Knowledge Management Systems, Value Theory and Theory of Measurement. It is often assumed that data, information and knowledge are depicted as a pyramid. The data, the most plentiful type, are at the bottom, information, produced from data, is above it and knowledge, produced from information through the hard work of refining or mining, above it. This schema satisfies specific needs of an organisation of warehouse data systems but it does not explain the role of these objects in the educational process. In education, the distinctions among data, information and knowledge need to be distinguished from the complex pedagogical point of view. Knowledge is the engine asking for more information and more data. Knowledge life cycle produces more information, more information asks for more data – that is: there is “just information”. Data, information and knowledge can be considered as object oriented measures assigned to real objects (entities). The following measures can be assigned to the objects: Measure of the zero order – name. Measure of the first order – data. Measure of the second order – information. Metrics of the third order – knowledge. Knowledge based curriculum involves knowledge into study plans and it considers knowledge as a distinctive part of study. Knowledge becomes the engine starting cycle of new information acquisition, reproduction and integration. The following problems have to be solved in building of knowledge based curriculum: Methodology and organisation of educational process. Technical support for knowledge based education. Evaluation and assessment of the process.
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Mursidi, Andi, und Soeharto Soeharto. „AN INTRODUCTION: EVALUATION OF QUALITY ASSURANCE FOR HIGHER EDUCATIONAL INSTITUTIONS USING RASCH MODEL“. JETL (Journal Of Education, Teaching and Learning) 1, Nr. 1 (20.03.2017): 1. http://dx.doi.org/10.26737/jetl.v1i1.25.
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This is a descriptive qualitatif research about quality assurance evaluation. the research aims to introduce analyzing using Rasch model to evaluate higher education institution based on quality assurance standars that have been developed to evaluate each member including instructor and staff in higher education institution. The instrument have been developed to conduct the experiment to provide raw data sample to doing practical analyzing using Rasch model in this research. The first part of this research will explain definition of the quality assurance and Rasch model analysis. The second part of this research will show introduction analysis using Rasch model to analysis sample data. The third part of this research will show a brief summary of the result and important finding in evaluation of higher assurance. Analyzing data of evaluation quality assurance using Rasch model will help higher educational institutions to increase and develop their quality assurance to be better higher educational institution.
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Jin, Yong, Yiwen Yang, Baican Yang und Yunfu Zhang. „Evaluation Model of Educational Curriculum in Higher Schools Based on Deep Neural Networks“. Mobile Information Systems 2021 (03.08.2021): 1–8. http://dx.doi.org/10.1155/2021/6275096.
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Classroom teaching quality evaluation system can enable the school’s functional departments to accurately assess the performance of the teaching staff and current teaching operations. As per the requirements for cultivating high-quality talents, planned teaching staff construction and teaching reforms need to be carried out to promote teachers’ appointments. Improving the system makes the appointment process more scientific by giving due attention to the individual characteristics of all types of teachers while hiring them for related jobs. The system motivates the love of teaching, high academic level, high teaching level, and competitive teaching. In recent years, the rapid development of artificial intelligence and deep learning caused many colleges and universities to put forward the target of campus digitization and education informatization. The state of the classroom is a critical reference factor throughout the teaching and learning process for evaluating students’ acceptance of the course and the quality of the teaching. However, at present, the analysis of the classroom status is mainly conducted manually, which distracts teachers and is also not much precise. Therefore, finding a method that can improve the efficiency of classroom status analysis has great research significance. This study uses the deep neural network method to read each class’s video recording and analyze it from the aspects of students’ behavior and attendance. The system can realize class behavior and eventually evaluate the course quality employed to motivate teachers to improve teaching and overall quality of education.
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Boytchev, Pavel, und Svetla Boytcheva. „Gamified Evaluation in STEAM for Higher Education: A Case Study“. Information 11, Nr. 6 (11.06.2020): 316. http://dx.doi.org/10.3390/info11060316.
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The process of converting non-game educational content and processes into game-like educational content and processes is called gamification. This article describes a gamified evaluation software for university students in Science, Technology, Engineering, the Arts and Mathematics (STEAM) courses, based on competence profiles of students and problems. The traditional learning management systems and learning tools cannot handle gamification to its full potential because of the unique requirements of gamified environments. We designed a novel gamification evaluation and assessment methodology implemented in a STEAM course through specially designed software. The results from end-user tests show a positive expectation of students’ performance and motivation. The preliminary results of over 100 students in the Fundamentals of Computer Graphics course are presented and the results of quantitative analysis are discussed. In addition we present an analysis of students’ surveys, where students expressed in free text form observations about the software.
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Zikirova, G., und A. Akmatkulov. „New Ways to Assess the Quality of Education in Professional Higher Education Institutions“. Bulletin of Science and Practice 6, Nr. 8 (15.08.2020): 264–71. http://dx.doi.org/10.33619/2414-2948/57/31.
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In this article, the problem of knowledge quality has become a subject of public attention in recent years. The creation of organizational models for quality control of education and the regulatory framework for the national system for evaluating the quality of education is one of the priorities of the educational policy of our Republic. The creation of such a system, on the one hand, forces the need to ensure state guarantees of education, and on the other-stimulates the legitimate interest of clients in quality education. The quality assessment means the evaluation of educational achievements of students, quality of educational programs, implementation of educational process in a particular educational institution, the educational process in the whole country and its territorial systems. The theoretical basis of these sets of core competencies are the provisions formulated in psychology. It is indicated that the subject of human communication, knowledge, work is manifested in the system of human relations to society, to other people, to themselves, to work; human competence has an axiological vector of development; professional competence includes competence.
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Fetterman, David, und Cassie Bowman. „Experiential Education and Empowerment Evaluation: Mars Rover Educational Program Case Example“. Journal of Experiential Education 25, Nr. 2 (Juni 2002): 286–95. http://dx.doi.org/10.1177/105382590202500207.
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Experiential education and empowerment evaluation are in alignment conceptually and in practice. They represent mutually reinforcing educational tools with similar values. The purpose of this discussion is to present the basics of this evaluation approach and demonstrate how user-friendly it was in a recent evaluation of an experiential program. Empowerment evaluation is the use of evaluation concepts, techniques, and findings to foster improvement and self-determination. Program participants conduct their own evaluations with the assistance of an evaluator. Empowerment evaluation has been adopted in a wide array of settings, including tribal reservations, inner city schools, higher education, non-profit programs, and the Environmental Protection Agency. An experiential education program designed to mirror an end-to-end mission on Mars, called LAPIS, is the case example used to highlight the steps and illustrate the effectiveness of empowerment evaluation in experiential education. This case demonstrates how empowerment evaluation is a natural match for experiential education programs.
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Drondin, A. L. „Independent Assessment of the Quality of Russian Higher Education: What is the Point and What Can Be Improved“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, Nr. 2 (10.03.2020): 41–49. http://dx.doi.org/10.31992/0869-3617-2020-29-2-41-49.
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An effective interaction between all stakeholders in the market of educational services is a necessary condition for improving the assessment of the quality of higher education, which, in turn, accentuates high relevance of studying the theory and practice of independent evaluation of higher education quality and quality assurance of educational programs. This is the main purpose of this publication, which is the result of the research in the field of independent evaluation and public accreditation of professional educational programs.During the examination of the projects on independent evaluation and professional and public accreditation of professional educational programs, the following methods were used: collection of empirical information, an analysis of official documents on quality assurance of education, generalization, interpretation.The article outlines a set of systemic problems hindering the process of formation of professional and public accreditation of professional educational programs launched in Russia and proposes the method of improving the independent evaluation and public accreditation of professional educational programs, which can be treated as a real leverage to improve the quality of domestic higher education.
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Goryaeva, I. A. „Stakeholder management as a factor of higher education institution development“. Vestnik Universiteta, Nr. 3 (12.04.2019): 11–17. http://dx.doi.org/10.26425/1816-4277-2019-3-11-17.
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The results of the study of stakeholders in the context of the functioning of the educational organization, implementing higher education programs, have been presented, taking into account current trends in society and its laws. On the basis of the stakeholder management approach, the evaluation of the targets of each of the participants, directly or indirectly involved in the educational organization to achieve its goals, has been conducted. The image of modern educational system of the organization and strategic prospect for reforming of educational activity of Chaikovskii branch of the Perm National Research Polytechnic University has been projected, its dependence concerning the interested groups noted in research has been shown.
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ВОЗНИЙ, Олександр Михайлович, Олександр Вікторович КРЕМЕНЧУК und Ольга Григорівна ЛЕВЧЕНКО. „THE MODEL OF EXPERT SYSTEM FOR SCIENTIFIC PROJECTS EVALUATION IN HIGHER EDUCATIONAL INSTITUTIONS“. Bulletin of NTU "KhPI". Series: Strategic Management, Portfolio, Program and Project Management 3, Nr. 1(1110) (17.05.2015): 117–22. http://dx.doi.org/10.20998/2413-3000.2015.1110.17.
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Wang, Huizhen, und Jinghua Cui. „Evaluation of Teaching Effect in Higher Educational Institutions and Identification of Its Influencing Factors“. International Journal of Emerging Technologies in Learning (iJET) 16, Nr. 17 (06.09.2021): 226. http://dx.doi.org/10.3991/ijet.v16i17.24901.
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For higher educational institutions, teaching effect evaluation is necessary for improving teaching quality and reforming teaching mode. The evaluation has a long-lasting effect on the growth of students, and a close correlation with the immediate interests of every teacher. This paper evaluates the teaching effect and its influencing factors for the undergraduate education in ordinary colleges. It was found that the teaching effect is mainly affected by factors in four dimensions: teacher, student, teaching method, and teaching environment. Then, the authors reformed the teaching method, and tested its performance. The results show that the reformed teaching method improved the professional English ability of students more significantly than the ordinary teaching method. Therefore, higher educational schools are suggested to establish a set of scientific, reasonable, and practical evaluation methods for teaching effect, reflecting the teaching requirements, policies, faculty, and capital investment. The research findings lay the foundation for the long-term healthy development of higher education.
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Khalil, Natasha, Husrul Nizam Husin und Abdul Hadi Nawawi. „Evaluation and Concept of Building Performance Towards Sustainability in Malaysian Higher Institutions“. Asian Journal of Environment-Behaviour Studies 3, Nr. 6 (01.01.2018): 91–99. http://dx.doi.org/10.21834/aje-bs.v3i6.239.
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The growing populations of students to higher institution is increasing year by year, therefore, it is important to ensure that the building is well functioned throughout its lifecycle. Inevitably, the educational process may be interrupted if the building experience a poor performance conditions, thus affect the students’ academic achievement. Many studies have proved that there is the significance in providing holistic performance in educational buildings that able to improve the students’ learning environment. This study is aimed to provide a new rating tool for building performance that is hoped to be used for Malaysia’s higher educational buildings towards students’ learning improvement.
Keywords: higher institutions; performance evaluation; performance concept- learning efficiency.
eISSN 2514-751X © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
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Berberoglu, Giray, Filip J. R. C. Dochy und George Moerkerke. „Psychometric evaluation of entry assessment in higher education: A case study“. European Journal of Psychology of Education 11, Nr. 1 (März 1996): 25–41. http://dx.doi.org/10.1007/bf03172934.
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Rahmi Nur Fauziah, Indah, Syihabudin Syihabudin und Asep Sopian. „ANALISIS KUALITAS TES BAHASA ARAB BERBASIS HIGHER ORDER THINKING SKILL (HOTS)“. لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 10, Nr. 1 (27.08.2020): 45. http://dx.doi.org/10.22373/ls.v10i1.7805.
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Educational evaluation is an important aspect, because with educational evaluation, it can be known to what extent the educational process has been achieved, it can also determine the next step regarding what is to be done. In the realm of evaluation, analyzing the quality of HOTS-based tests is still rarely to be done as was the case in Lembang MTs Al-Musyawarah. Arabic Language Teachers have not analyzed the quality of Arabic question items in the final examination (UAS). This research aims to determine the quality of hots-based instruments in final examination (UAS) questions of Arabic that are have not yet know. The type of research that used in this research is descriptive research, and 30 people as the sample of data. The results of this research show that the validity of the test be include high, and high reliability, 25 questions are not fit with the criteria for multiple choice writing, the level of difficulty not yet proporsional, distinguishing power enough, and effectiveness of deceivers are enough categories, and all questions include as Lots category with C1 numbers as much as 2 items, 2 items for C2, and C3 as much as 36 items of questions.
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Aliyev, U. Zh, А. B. Uchkampirova, G. A. Kojahmetova und T. A. Azatbek. „Analysis and Evaluation of Control System of Higher Education in Modern Conditions in Kazakhstan“. International Journal of Business Administration and Management Research 3, Nr. 2 (24.06.2017): 1. http://dx.doi.org/10.24178/ijbamr.2017.3.2.01.
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Abstract-This research paper seeks to study the status of higher education in Kazakhstan, experiencing a process of reform of the system, which is caused by internal and external causes. Internal causes related to the adaptation to market conditions of operation and development, external - with integration into the world educational space. Kazakhstan's education is associated with the development of the profound changes of the intellectual, cultural and economic potential. Education System Management - one of the most pressing problems, having a direct relation to the quality and efficiency of the educational institutions. The forms and methods of education management is largely dependent on the characteristics of the country's economic and cultural traditions, the specifics of government and, above all, related to the market economy. Optimization of educational innovation management requires a scientific and methodical study. In the study, there is the need to implement the following types of resources: information, technological, legal, financial, human, social [1].
However, the focus on foreign models of educational process management excessively performed in the higher education system of Kazakhstan, there is a weak focus innovation on solving urgent problems of higher education, the lack of an integrated approach to the creation of educational innovation, which would provide them with the necessary resources, formed the optimal internal and external innovation environment that does not allow to create a balanced mechanism in the process of reforming the higher education system. The results of innovative practices show that higher education everywhere manifest social insecurity innovation. This is reflected in the growing gap in the interests of the major participants in the innovation process - the initiators, organizers and perpetrators; weakened by motivational resource of educational innovations, in particular, because of the unjustifiable expectations of the changes taking place; It is also seen social and technological insecurity educational innovation. This actualizes the problem of optimization of social management innovation in higher education [2].
Keywords: State obligatory standard of education, European Higher Education Area, National Testing Center, Higher Education, Accreditation, Certification and Quality Assurance Institute, Akkreditierung für Studiengänge der Ingenieurwissenschaften, der Informatik, der Naturwissenschaften und der Mathematik, International Network for Quality Assurance Agencies in Higher Education
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Dagli, Gokmen, Fahriye Altinay, Zehra Altinay und Mehmet Altinay. „Evaluation of higher education services: social media learning“. International Journal of Information and Learning Technology 38, Nr. 1 (22.09.2020): 147–59. http://dx.doi.org/10.1108/ijilt-03-2020-0032.
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PurposeThis research study aims to examine the quality of life and services of higher education through social media in fostering students' learning and environments.Design/methodology/approachQualitative research methods were used in this study. In the study, as a data collection tool, a semistructured interview form was prepared and questions were asked. A study group was formed with a total of 80 participants in order to analyze the opinions of students studying in the University of Kyrenia.FindingsAccording to the findings obtained in the study, it is understood that higher education students generally use Facebook or Instagram especially for following the trainings conducted abroad. It can be said that university students of higher education can follow many educational developments by being members of various educational institutions. In addition to this, university students can be thought to use this tool continuously and intensively in all project or assignment submissions thanks to social media. It is understood that especially university students can communicate with faculty members and access big data when necessary. Again, in this context, thanks to social media, it is understood from the opinions and thoughts received from the participants that they can easily prepare their lessons by making group interviews with each other or with the groups they have formed collectively. It is understood from the findings that the quality can be increased because various trainings can be provided in groups established through social media; thus, the fact that there is an opening to the world and the reason for the exchange of healthy ideas, information and science increases the quality.Research limitations/implicationsResearch is limited to numbers of research participants from the University of Kyrenia, Faculty of Education in northern part of Cyprus. Social media is used as a medium of learning and development in the research.Practical implicationsIt is a study that ensures that if social media services are used correctly in practice, this research will contribute to the continuous development of students.Social implicationsThe research conducted contributes to how social media services can be organized through technology in higher education and measurement of learning can be enriched through social media.Originality/valueWith this research, it has a unique value due to the fact that the problems encountered in the use of social media services in universities reveal the problems and solutions. In this context, it shows the contribution of social media on the value added to the learning and learning environments and the benefit of services in higher education.
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Koroleva, M. Yu. „EVALUATION OF PROFESSION-ORIENTED FOREIGN LANGUAGE COMPETENCY OF CADETS IN COMPETENCY-BASED APPROACH“. Bulletin of Nizhnevartovsk State University, Nr. 3 (15.12.2020): 37–42. http://dx.doi.org/10.36906/2311-4444/20-3/06.
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The article addresses the problem of evaluating the profession-oriented foreign language competency of cadets of a military educational establishment of higher education on the basis of the competency-based approach. The quality of education given to military specialists is an important task for any military educational organization of higher education and its chairs. To ensure a high level of training, it is necessary to organize the educational process and the competency evaluation in such a way as to create the necessary conditions for the formation of competencies required by the educational program, and also for the development of cadets' personalities. The article considers the evaluation system for the profession-oriented foreign language competency of cadets in the competency-based approach. A general description of the competency evaluation procedure is given. The proposed recommendations for making evaluation rely on the European experience in education and evaluation according to the competency-based approach. The article specifies twelve types of assignments for evaluation, which are divided into four groups, and gives a practical example of their use in the learning outcome monitoring and the midterm attestation for the foreign language discipline in a higher naval school. It is highlighted that using various types and methods of evaluation is important, and the continuous and differentiated character of such evaluation can provide feedback and ensure the implementation of the competency-based approach in foreign language learning.
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Myalkina, E. V. „Diagnostics of the education quality in the higher educational institution“. Vestnik of Minin University 7, Nr. 3 (10.08.2019): 4. http://dx.doi.org/10.26795/2307-1281-2019-7-3-4.
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Introduction: the problem of diagnostics of the quality of education at a higher education institution is becoming increasingly relevant in the conditions of the need to fulfill the criteria for the effectiveness of higher education institutions, the introduction of new generation standards in higher education institutions and the modernization of the educational program management system. Diagnostics of the quality of education is considered as an important process that ensures a steady position of the university in the educational services market, the growth of indicators for the admission campaign, the increase of reputational capital. Diagnostics of the quality of education makes it possible to identify significant factors in determining the prospects for the development of a university, having a significant impact on the performance indicators of a university and characterizing the results achieved and the resources used.Materials and Methods:the article discusses the system for the quality of education evaluation at Minin University, it describes its key components, reveals the elements of the diagnostic complex and their systemic interconnection. The characteristics of the elements of the diagnostic complex describes in detail the issue of improving the efficiency of the university in terms of the implementation of the management model of the main professional educational programs, the description of the diagnostic procedure for each category of participants in the educational process is presented.Results:the author describes the methodology and the main stages of diagnosing the quality of education at the university using the example of Minin University, gives integrated assessment criteria and their relationship with other elements of the monitoring system and evaluating the quality of education at the university, lists the effects of introducing a comprehensive system for diagnosing the quality of educational activities.Discussion and Conclusions:in the final part of the article, the possibilities of further improving the system of assessment of the quality of education in the educational system of higher education are considered. Arguments about the need to further expand the range of issues raised by the diagnostic process are made; the ratio of the existing positions of the university to the requirements of the legislation is made.
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Stukalina, Yulia. „ADDRESSING SERVICE QUALITY ISSUES IN HIGHER EDUCATION: THE EDUCATIONAL ENVIRONMENT EVALUATION FROM THE STUDENTS' PERSPECTIVE“. Technological and Economic Development of Economy 18, Nr. 1 (10.04.2012): 84–98. http://dx.doi.org/10.3846/20294913.2012.658099.
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Concern about the quality of higher education is on the rise in Europe. To provide quality enhancement of the educational environment higher education institutions should create and implement a strategy for their higher school improvement - a long-term action plan aimed at achieving organisational goals, which includes a) the management of the organisational units as interconnected and interdependent entities; b) the engagement of students in quality assurance activities as enthusiastic and responsible academic community members. This paper discusses the importance of using regular educational environment evaluation, which involves students' indirect participation in decision-making, as one of the most essential quality assurance activities associated with higher school improvement. It also emphasizes the significance of measuring student satisfaction in education, student satisfaction and student motivation being the result of student interactions with the educational environment in the form of students' perceptions of the educational services.
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Juma, Kayiwa Shafik, Dr Md Abu Raihan und Dr Che Kum Clement. „Role of ICT in Higher Educational Administration in Uganda“. World Journal of Educational Research 3, Nr. 1 (11.01.2016): 1. http://dx.doi.org/10.22158/wjer.v3n1p1.
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<p><em>The study was on the role of Information and Communication Technology (ICT) in higher educational administration in Uganda. The study population comprised of four universities. Convenience sampling was used to obtain the sample size of </em><em>48 admininistrators from the population. The study aimed at identifying the roles of ICT </em><em>in higher educational administration and a survey method was employed to investigate the study.</em><em> </em><em>Related literatures were reviewed from journals and p</em><em>a</em><em>st researches, data was collected using a well designed and validated questionnaire, the data was statistically analyzed and interpreted using weighted average and chi square test. The findings of this study revealed that ICT greatly enhanced educational administrator’s performance through </em><em>improving cross communication at the managerial level, quick access to needed information, provides media and enhances information accuracy, analyzing data fast and effectively, their knowledge and skills a networked platform for collaborative work, motivates administrators through access to new information, for research purposes and enhances research skills of administrators, evaluation of staff and students is made easier, helps administrators in result processing, analyzes data quickly and accurately, reduces on workload, good and secure storage of information, improves coordination of tasks and activities. Therefore, the findings reveal that the proprietors of universities should procure more ICT facilities and equipment in order to ensure maximum efficiency and effectiveness in all dimensions of educational administration.</em></p>
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Firsova, Svetlana Pavlovna. „International cooperation of higher educational institutions in the context of pedagogical research“. Moscow University Pedagogical Education Bulletin, Nr. 1 (30.03.2011): 76–84. http://dx.doi.org/10.51314/2073-2635-2011-1-76-84.
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The paper is devoted to the theoretical problems of the Russian higher professional school integration into the world educational space. So, the activity of International Service of an educational institution is considered, the strategic directions of the academic international cooperation are put forward. The significance of the criteria system for the International Service activity evaluation is specially noted. Some trends of investigations in the field of academic international cooperation are also outlined.