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1
Wildi-Yune, Jeanny. "Does accreditation assure quality?" Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/9583.
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This thesis delves into the question of whether accreditation can assure quality. To answer this, an accreditation scenario of a private international higher education institution is studied in depth. There are four principal objectives to the research question which are: 1. To investigate how quality is conceptualised by various stakeholders 2. To assess the effectiveness of accreditation standards 3. To examine whether the accreditation process is valid, reliable and relevant, and 4. To evaluate if the accreditation agency enacts what it purports to do. Based on current theories and approaches to quality and quality assurance, certain elements are highlighted in the research process such as the use of quality standards, issues of accountability and continuous improvement, and the culture and context surrounding an accreditation event. The methodology used is one of participant observation applied to a case study. The occasion of the decennial reaccreditation of a for-profit Swiss school by an American accreditation agency serves as the field of research. Data were collected firsthand from the various constituents engaged in this reaccreditation. Fundamentally, the process comprised of self-evaluation and an on-site peer review, so there is focused discussion on these two critical audit methods and their interrelationship. The field notes are supplemented by longitudinal data representing the last twelve years of involvement in accreditation of the case study school including two other quality assurance approaches, one Swiss and the other, ISO. After a review of the various school activities which come under the remit of the agency, the accreditation procedures are examined for validity, reliability and relevance. An analytic induction of the findings confirms that accreditation does indeed assure baseline quality, albeit its current orientation towards publicly funded establishments. Thus accreditation of for-profit schools represents an imminent domain of future research.
2
Bolden, Kenneth Frank. "Applying Logic Modeling to the Higher Education Accreditation Process." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/563.
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In recent years, regional accreditation and the regional accreditation associations for higher education have experienced continuing criticism and become the objects of increased scrutiny. Higher education institutions look to the accreditation process as one of the principal means of justifying their actions and activities relative to their performance and results. Since the complaints and criticism directed toward higher education have not diminished but continued, and even increased, the regional accreditation associations find themselves to be the focus of similar complaints and criticisms. In the United States, we have no national system of accreditation. We rely on the actions and activities of one of the six regional accreditation associations. Each of these associations has its own separate and, in some cases, unique accreditation processes. Each publishes its own standards, its own handbooks, its own policies and practices, its own newsletters, and its own rules and regulations for accreditation. This situation can lead to inconsistencies, and could be a source of much confusion and misunderstanding when discussing the implications of an institution being accredited within a particular region. Logic models are diagrams or visual schematics that convey relationships between program processes and outcomes. This study uses logic modeling and logic model theory as the framework for an examination of the components of accreditation within two regional accreditation associations. A systematic and detailed methodology was developed in order to construct a logic model from existing handbooks and documents. As a result, two regional logic models were constructed, as well as a combined model based upon common elements. Implications of this study include the possible construction of a national accreditation logic model if the methodology is applied in the additional regional associations. This conceptual approach could lead to more consistency in the design, communication, and application of accreditation processes. Better understanding of, and less confusion concerning, the myriad of activities and processes required in a successful regional accreditation could lead to better, more effective, and more meaningful accreditation activities and results. This, in turn, could generate true growth and improvement in the actions, activities, and results achieved by our higher education institutions.
3
Dettman, Pamela. "The accreditation model of whole-school evaluation in Australian independent schools." Thesis, Dettman, Pamela (1988) The accreditation model of whole-school evaluation in Australian independent schools. Masters by Research thesis, Murdoch University, 1988. https://researchrepository.murdoch.edu.au/id/eprint/40891/.
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The central aim of this thesis is to examine the usefulness of the archaeological and genealogical methods, as explicated by Michel Foucault, for exploring ecofeminism as a liberation movement and emerging field of academic inquiry. In particular, I will be using Foucault's concepts of "discursive formations", "discursive practices" and "power/knowledge relations" in order to investigate the factors which constrain and enable the circulation of ecofeminism as it enters the academy and appears in grass roots liberation movements. The purpose of studying ecofeminism in this way is to enable a bringing into play of the activist voices displaced by some philosophical commentaries. On a more implicit level, the inquiry is guided by Donna Haraway's concepts of "situated knowledges" and "cyborg politics". Together, the works of Foucault and Haraway will be employed to argue for a politics which aims at avoiding the use of essentialist and universalising frameworks. I am also arguing that it is, perhaps, a shared ethics and politics, rather than a unified epistemology, that gives rise to ecofeminist positions.
4
Grenade, Linda Elise. "Accreditation of residential aged care facilities: experiences of service providers." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1306.
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The need to address the issue of quality in aged care service provision in Australia has received increasing emphasis in recent decades. Particularly since the 1980s, the federal government has played a key role in ensuring that this is the case through the implementation of various reforms and regulatory strategies. In 1998, the national standards monitoring system which had been in place since the mid 1980s was replaced with a new system based on an accreditation model. In contrast to the former system which was wholly controlled by government and involved one-off inspections by government standards monitors, responsibility for managing the new system has been devolved to an independent body, the Aged Care Standards and Accreditation Agency. One of the Agency's primary functions is to assess compliance with the accreditation standards. A key component of the new system is its emphasis on continuous improvement which has been incorporated into the accreditation standards. As a consequence, the new system requires a much greater level of involvement and commitment by providers than previously. In order to continue receiving government funding all facilities had to be accredited by January 1st 2001. This study represents an evaluation of the accreditation system based on the views and experiences of service providers in Western Australia. It explored a number of issues relating to the basic philosophy and principles underlying the new system, the implementation process, the accreditation standards that are used as a basis for assessing service quality and the overall impact of the system on providers. It also sought providers' views about the strengths and limitations of the system and any areas in need of change or improvement. A descriptive design, using in-depth interviews as the method of data collection, was adopted for the study.Participants from three levels of service provision, namely, facilities, organisations and peak bodies were selected on a stratified purposive basis. A total of 45 informants were interviewed. The findings indicated that, overall, as a regulatory approach the accreditation system was generally supported by providers and was regarded as having a number of positive features, particularly in comparison to the previous system. At the same time a number of concerns were identified. These related in particular to the assessment process, specifically the lack of consistency amongst assessors and the self assessment tool, and to the extent of information and guidance provided by the Agency. Concerns regarding the latter's role in relation to, and extent of independence from, the federal government were also identified. The study also found that the introduction of the system had impacted on providers in a variety of ways, both positive and negative, but particularly in terms of the demands on staff and financial resources. A number of 'broader' level factors, such as funding, nursing shortages and other often competing demands (e.g. assessing residents according to the Resident Classification Scale) were also felt to be impacting on providers' capacity to meet the requirements of the system. These concerns, along with concerns about the way in which the system would develop in the future, appear to have created a degree of uncertainty and in some cases apprehension amongst many providers. Although this study has focused on the experiences of Western Australian service providers, evidence from other reviews of the accreditation system where providers' views have been sought has indicated a widespread similarity in perceptions. This suggests, therefore, that there is a need for further review and refinement of certain aspects of the system as it moves into the second round.
5
Grenade, Linda Elise. "Accreditation of residential aged care facilities : experiences of service providers /." Curtin University of Technology, School of Public Health, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15068.
Full textAbstract:
The need to address the issue of quality in aged care service provision in Australia has received increasing emphasis in recent decades. Particularly since the 1980s, the federal government has played a key role in ensuring that this is the case through the implementation of various reforms and regulatory strategies. In 1998, the national standards monitoring system which had been in place since the mid 1980s was replaced with a new system based on an accreditation model. In contrast to the former system which was wholly controlled by government and involved one-off inspections by government standards monitors, responsibility for managing the new system has been devolved to an independent body, the Aged Care Standards and Accreditation Agency. One of the Agency's primary functions is to assess compliance with the accreditation standards. A key component of the new system is its emphasis on continuous improvement which has been incorporated into the accreditation standards. As a consequence, the new system requires a much greater level of involvement and commitment by providers than previously. In order to continue receiving government funding all facilities had to be accredited by January 1st 2001. This study represents an evaluation of the accreditation system based on the views and experiences of service providers in Western Australia. It explored a number of issues relating to the basic philosophy and principles underlying the new system, the implementation process, the accreditation standards that are used as a basis for assessing service quality and the overall impact of the system on providers. It also sought providers' views about the strengths and limitations of the system and any areas in need of change or improvement. A descriptive design, using in-depth interviews as the method of data collection, was adopted for the study.<br>Participants from three levels of service provision, namely, facilities, organisations and peak bodies were selected on a stratified purposive basis. A total of 45 informants were interviewed. The findings indicated that, overall, as a regulatory approach the accreditation system was generally supported by providers and was regarded as having a number of positive features, particularly in comparison to the previous system. At the same time a number of concerns were identified. These related in particular to the assessment process, specifically the lack of consistency amongst assessors and the self assessment tool, and to the extent of information and guidance provided by the Agency. Concerns regarding the latter's role in relation to, and extent of independence from, the federal government were also identified. The study also found that the introduction of the system had impacted on providers in a variety of ways, both positive and negative, but particularly in terms of the demands on staff and financial resources. A number of 'broader' level factors, such as funding, nursing shortages and other often competing demands (e.g. assessing residents according to the Resident Classification Scale) were also felt to be impacting on providers' capacity to meet the requirements of the system. These concerns, along with concerns about the way in which the system would develop in the future, appear to have created a degree of uncertainty and in some cases apprehension amongst many providers. Although this study has focused on the experiences of Western Australian service providers, evidence from other reviews of the accreditation system where providers' views have been sought has indicated a widespread similarity in perceptions. This suggests, therefore, that there is a need for further review and refinement of certain aspects of the system as it moves into the second round.
6
Al-Awa, Bahjat. "Impact of hospital accreditation on patients' safety and quality indicators." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209917.
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Ecole de Santé Publique <p>Université Libre de Bruxelles <p>Academic Year 2010-2011<p><p>Al-Awa, Bahjat<p><p>Impact of Hospital Accreditation on Patients' Safety and Quality Indicators<p><p>Dissertation Summary <p><p>I.\<br>Doctorat en Sciences<br>info:eu-repo/semantics/nonPublished
7
Borrelli, Leonard Michael. "A PET system comparison utilizing the American College of Radiology accreditation phantom." Connect to full-text via OhioLINK ETD Center, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=mco1140102086.
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Thesis (M.S.)--Medical University of Ohio, 2005.<br>"In partial fulfillment of the requirements for the degree of Master of Science in Biomedical Sciences." Major advisor: Michael J. Dennis. Includes abstract. Document formatted into pages: iii, 82 p. Title from title page of PDF document. Title at ETD Web site: A positron emission tomography (PET) system comparison utilizing the American College of Radiology accreditation phantom. Bibliography: pages 43-44.
8
Alharbi, Eman. "Preparing Saudi Universities for International Accreditation in the Area of Governance and Leadership." Thesis, Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10641305.
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<p> Institutional accreditation in the last decades has been studies as an important assessment that ensures the quality of higher education institutions. The growth of the economy around the world has placed value on evaluating universities’ accountability and effectiveness. Therefore, one of the most significant current discussions in higher education institutions is obtaining international accreditation. Consequently, Saudi Arabia’s institutional accreditation system is seeking to improve higher education institutions’ quality assurance and accountability by preparing them for international accreditation. However, only 12 universities out of 34 have been accredited at the institutional level by the NCAAA. As a result, one of the major challenges facing Saudi institutions is their ability to meet accreditation standards concerning institutional effectiveness, governance, and leadership. Therefore, this quantitative study examined the extent to which Saudi universities prepare for international accreditation in the areas of governance and leadership. A comparison of accredited and non-accredited universities was done using a Mann-Whitney U test based on faculty and administrators’ perceptions of leadership and governance. The study concluded that Saudi universities are prepared to meet international institutional accreditation standards in the areas of governance and leadership. An effective strategy is needed to promote the accreditation process successfully. </p><p>
9
Danster, Franscesca Olivia. "An evaluation of the assessment criteria of the Unit Standard 115789." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/1215.
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This study investigates the assessment criteria of Unit Standard 115789: Communication Studies and Language. In general unit standards are registered, standardised statements of expected education and training outcomes including assessment criteria and other regulatory information required by training providers and assessors to train and assess learners under the Skills Development Act of 1998. However, it was found that many training providers and assessors share the view that in the case of Unit Standard 115789, among others, the assessment criteria and their descriptors are generic, vague and non-context specific to the extent that trainers and assessors have difficulty in developing appropriate and reliable assessment tools and instruments that allow them to adhere to the basic principles of assessment, namely transparency, validity, reliability, consistency, practicability, fairness, flexibility and usability. The main concern of the study is that learners will be declared communicatively competent individuals in a variety of professional and industrial environments when in fact they are not. The study traces the origins and development processes of Unit Standard 115789 in order to gain a clearer understanding of the problems experienced by training providers and assessors in the implementation of the assessment criteria. It then proposes a set of guidelines that will assist training providers and assessors to make the assessment criteria more accessible and the assessment processes more reliable, valid and consistent. Finally, it makes a number of recommendations to ensure that the problems of implementation of Unit Standard 115789 currently experienced by training providers and assessors are alleviated.
10
Foong, A. L. S. "Accreditation of prior experiential learning : studies in the development of a competency-based evaluation system." Thesis, University of Strathclyde, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285010.
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Roussel, Patrice. "La mise en oeuvre d'un systeme qualite en etablissement sanitaire : principes et methodes a partir d'une demarche d'amelioration de la qualite en etablissement de transfusion sanguine (tome 1 et tome ii)." Rennes 1, 1998. http://www.theses.fr/1998REN1B033.
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Turnbull, Barbara. "The mediating effect of participation and process outcomes on evaluation use in British Columbia school accreditation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27262.pdf.
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13
Bowman, Winifred Edna. "The evaluation of an accreditation programme for quality improvement in private physiotherapy practice in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52525.
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Thesis (PhD)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: "Quality" has different meanings to different people. Even quality experts do
not agree on a single definition: Juran's definition of quality revolves around
his concept of "fitness for use", Crosby defines quality in terms of performance
that produces "zero defects" and Deming defines quality as a "never ending
cycle of continuous improvement". One element, however, that is common to
all three approaches is that management must accept and demonstrate
leadership if quality is to be achieved.
Quality is rarely thought of as others perceive it. What is apparent is that if
providers of care wish to maintain leadership in defining quality, they need to
- Actively participate in the public debate about quality.
Review the way in which they have been defining quality.
Question whether their definitions are aligned with what the purchasers of
health care define as being important.
Develop meaningful measures of quality and data collection systems that
will allow them to demonstrate quality and value.
- Willingly share data not only on outcomes, and also measures that are
specific to individual procedures and service providers.
The PhysioFocus practice accreditation programme attempted to achieve the
above factors. By realising the goal of the research this was determined.
The goal of the research was to evaluate the PhysioFocus practice
accreditation programme and to make recommendations on the educational
programme for accreditation in private physiotherapy practices. This goal was
realised by means of an exploratory and descriptive research design with a
qualitative orientation. The evaluation of the PhysioFocus practice
accreditation programme was performed by means of a validated evaluation
instrument. The group interview revealed components of the PhysioFocus
practice accreditation programme that require remediation. Recommendations
included professional-ethical issues, business management and legislative issues. The recommendations will be implemented by the PhysioFocus
practice accreditation committee.
The PhysioFocus practice accreditation learning programme was evaluated
by means of a semi-structured questionnaire, containing eleven questions and
a section for comments. The general consensus was that the PhysioFocus
practice accreditation programme is essential in private physiotherapy
practice in South Africa. The implementation of the PhysioFocus practice
accreditation programme resulted in the facilitation of quality physiotherapy;
professional and personal development; monitoring of quality improvement
processes; and the evaluation and remediation of these processes. This
supported the central theoretical assumption of the research. Concerns were
voiced about the lack of standards, lack of quality improvement skills, the
public image of the physiotherapy profession and the lack of basic business
management training.
The researcher concluded that the implementation of the PhysioFocus
practice accreditation programme is essential in private physiotherapy
practice in South Africa. At present the current PhysioFocus practice
accreditation programme does not address all the needs of private
physiotherapy practices.
Recommendations based on the research included remediation of the current
PhysioFocus practice accreditation programme, formal education included
business management, professional-ethical-Iegal issues, standards and
scientific methods to analyse process variation and the development of
improvement strategies in quality improvement. Other recommendations
include informal education, physiotherapy management and structured quality
improvement activities. The issue of the image of the professional
physiotherapist was also addressed. Topics for future research were
identified.
The uniqueness of the research lies in the fact that this is the only
physiotherapy practice accreditation programme implemented in South Africa. It is also the only physiotherapy practice accreditation programme in South
Africa that has been evaluated.<br>AFRIKAANSE OPSOMMING: "Gehalte" het verskillende betekenisse vir verskillende mense. Selfs kenners
op die gebied van gehalte stem nie saam met 'n enkele definisie nie. Juran se
omvattende definisie is "gebruikswaarde", terwyl Crosby gehalte in terme van
produksie, naamlik "zero defek", definieer. Deming definieer gehalte as "'n
nimmereindigende siklus van voortdurende verbetering". Die een aspek wat al
drie die kenners egter gemeen het, is dat bestuur leierskap moet aanvaar en
demonstreer indien gehalte bereik wil word.
Geen twee persone ervaar gehalte eenders nie. Indien diensverskaffers
leiding wil behou ten opsigte van gehalte-definiëring, sal hulle verplig wees
om:
aktief deel te neem aan openbare debat oor gehalte;
die aanvaarde definisie van gehalte te herevalueer;
die aanvaarde definisie van gehalte op te weeg teenoor dié van die
mediese hulpfonds-administrasie;
gehalte- en data insamelingsisteme te ontwikkel om gehalte en waarde
te bewys; en
gewillig alle data te deel - nie net uitkomsdata nie, maar ook data wat
spesifiek op individuele prosedures en diensverskaffers van toepassing
is.
Die PhysioFocus praktyk-akkreditasieprogram het gepoog om bogenoemde te
bereik. Die navorsing het gerealiseer deurdat die doelstelling bereik is.
Die doelstelling van die navorsing was om die PhysioFocus praktykakkreditasieprogram
te evalueer en aanbevelings te maak vir 'n leerprogram
vir die akkreditasieprogram. Die doelstelling het gerealiseer deur "n
verkennende en beskrywende navorsingsontwerp vanuit 'n kwalitatiewe
oriëntasie. Die evaluering van die PhysioFocus praktyk-akkreditasieprogram
het deur middel van 'n gevalideerde evalueringsinstrument geskied. Die
groepsonderhoud het areas van die PhysioFocus praktyk- akkreditasieprogram wat remediëring benodig, geïdentifiseer. Aanbevelings
het professionele-etiese aspekte, besigheidsbestuur en wetlike aspekte
ingesluit. Die aanbevelings sal deur die PhysioFocus praktykakkreditasiekommitee
geïmplementeer word.
Die evaluering van die PhysioFocus praktyk-akkreditasieleerprogram het deur
middel van 'n semi-gestruktureerde vraelys met 11 oop vrae, tesame met 'n
afdeling vir opmerkings, geskied. Die algemene aanname was dat die
PhysioFocus praktyk-akkreditasieprogram noodsaaklik is in privaat
fisioterapiepraktyk in Suid-Afrika. Die implementering van die PhysioFocus
praktyk-akkreditasieprogram het gehalte fisioterapie, professionele en
persoonlike ontwikkeling, die monitering van gehalteverbeteringsprosesse,
asook evaluering en remediëring van hierdie prosesse, tot gevolg gehad. Dit
het die sentraalteoretiese aanname van die navorsing ondersteun. Daar was
egter kommer oor die gebrek aan standaarde, die beeld van die
fisioterapieprofessie, asook die gebrek aan besigheidsbestuuropleiding.
Die navorser het tot die gevolgtrekking gekom dat die implementering van die
PhysioFocus praktyk-akkreditasieprogram noodsaaklik is in privaat
fisioterapiepraktyk in Suid-Afrika. Die huidige PhysioFocus praktykakkreditasieprogram
voldoen nie aan al die vereistes van privaat
fisioterapiepraktyk in Suid Afrika nie.
Aanbevelings vanuit die navorsing sluit die volgende in: remediëring van die
huidige PhysioFocus praktyk-akkreditasieprogram; formele opleiding,
insluitende profesionele-etiese-wetlike aspekte; standaarde; wetenskaplike
metodes om die praktykprosesveranderinge te analiseer; en die ontwikkeling
van 'n gestruktureerde gehalteverbeteringstrategie. Die beeld van die
fisioterapieprofessie is ook aangespreek. Onderwerpe vir toekomstige
navorsing is geïdentifiseer.
Die navorsing is uniek omdat die PhysioFocus praktyk-akkreditasieprogram
die enigste akkreditasieprogram vir fisioterapie in Suid Afrika is. Dit is ook die
enigste fisioterapie-akkreditasieprogram wat in Suid Afrika geëvalueer is.
14
Myhlhousen-Leak, Georgetta Ann Daisy. "An investigation of outcomes assessment utilization in the context of teacher education program accreditation." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1037.
Full textAbstract:
Scholarship on the uses of program evaluation in general is extensive, but little specific empirical research has addressed the uses made of teacher program reviews. The purpose of this study was to investigate empirically the factors affecting uses of teacher program review processes and findings in each of four cases, selected from a prior state-wide population survey to include both higher and lower use exemplars. Results indicated that uses of program reviews included both process uses and findings uses and that a number of personal, contextual and other factors influenced the types of use, the recognition of uses that actually occurred, and the amount of use. Sometimes internal formative improvements were reported as taking place and were recognized as benefits but not identified originally as uses of the review processes and findings. This discrepancy occurred because the program staff and higher education administrators focused primarily on accreditation and viewed the successful accreditation outcome as the only use of the review, even when significant program improvements had resulted from the process. Relying primarily on interviews and documentation, the study described in detail three types of process use and three types of findings use. Process use was the most often reported types of use. Human, contextual and procedural factors were important influences on all types of use. Human factors influenced how the review was conducted and used. Context factors determined how the review was completed and how use occurred, either for accreditation or accreditation and program improvement. Procedural factors affected stakeholder involvement and how the administration related to and valued the program review processes and findings.
15
Minnis, Tia A. "Demonstrating Effectiveness in Higher Education through Accreditation: An Analytical Review of How the Southern Association of Colleges and Schools Commission on Colleges' Accreditation Standards on Institutional Effectiveness and Student Learning Are Impacted by the Internal Environment of Select Institutions." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2014. http://digitalcommons.auctr.edu/cauetds/6.
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In the United States, measuring and documenting institutional effectiveness in postsecondary educational institutions is not a one-size-fits-all process. Although this can be effectively accomplished in a variety of ways, the best approach for any higher education institution is one that is tailored to the institution’s unique environment and directly supports the its mission. Nevertheless, there are common factors that can greatly influence institutions’ ability to measure and demonstrate levels of effectiveness directly tied to student learning.
This qualitative study was designed to gain an understanding of how factors within a higher education environment, including structure, practices and processes, can impact the institution’s ability to evidence institutional effectiveness related to student learning. The study examined institutional effectiveness as defined by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), and reviewed specific components of student learning assessment through SACSCOC Comprehensive Standard 3.3.1.1 (Institutional Effectiveness – Educational Programs).
The researcher applied a multi-site case study approach to gain an in-depth understanding of this phenomenon. Through purposeful sampling, seven higher education institutions were selected from the 2011/2012 SACSCOC Reaffirmation Class. The phenomenon was studied at each institution as a single case, and using Yin’s cross-experiment logic, a cross case analysis was also conducted. In addition, to attain the most compelling results from this multi-site case study, both literal and theoretical replication (Yin, 1989) was employed.
The researcher concluded that there were four significant variables that impacted the ability of the institutions to sufficiently evidence institutional effectiveness associated with student learning. These variables included leadership, institutional culture, resource allocation, and the planning and assessment processes at the institutions.
16
Nxumalo, Edmund Linduyise. "An evaluation of the roles of CHE and the SETAs in the accreditation of NQF Level 5 learning programmes." Thesis, Link to the Internet, 2009. http://etd.sun.ac.za/jspui/handle/10019/1925.
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Mobarak, Kaashiefa. "An analysis of university policy responses in the Western Cape to government policy on the recognition of prior learning." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7581_1183469893.
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<p>The South African government plays a direct and active role in facilitation the development of a skilled workforce. The effective mobilisation, development and utilisation of South Africa's human resource capacity are critical for the success of the economy, institution building and the transformation process. In this context, the development of a system of Recognition of Prior Learning is one of the government's significant initiatives. This research examined whether the policy documents of the universities in the Western Cape comply with the requirements of the National Government Recognition of Prior Learning policy.</p>
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McGlothlin, Jason Michael. "Council for accreditation of counseling and related educational programs an evaluation of the perceived benefit of core curriculum standards to professional practice." Ohio : Ohio University, 2001. http://www.ohiolink.edu/etd/view.cgi?ohiou990214698.
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Reid, Rhiannon Sara. "An activity theory analysis of how management of a private higher education institution interpret and engage with re-accreditation." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33905.
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The aim of this study was to provide an in-depth understanding of how a single private provider conducted an application for re-accreditation in line with the recently revised accreditation framework set out by the Council on Higher Education. This framework aims to promote an integrated approach to accreditation and increased autonomy for higher education institutions with regard to the reaccreditation of programmes. The research unpacked how accreditation was understood and applied within the context of the institution, placing emphasis on understanding the elements that promoted or inhibited quality as well as the tensions and contradictions that arose within this process. The driving question addressed by this research was: How does management within a South African private higher education institution engage with the re-accreditation process? Literature revealed that there is limited research on understanding quality assurance in private higher education in South Africa, and specifically on accreditation. Cultural-historical activity theory (CHAT) was considered the most effective lens to interpret the findings of this study, as research indicates that it is for teasing out the historical and cultural contradictions within as well as between people, tools and the environment within complex educational systems. Multiple data-gathering techniques, including semi-structured in-depth interviews, participant observations and documentation reviews, were conducted. The findings of this study illuminate the critical role of management and their respective interpretations of quality in the shaping of the application for re-accreditation, that balanced quality development and accountability requirements. The study highlighted contradictions and issues that inhibited meaningful engagement with accreditation as well as the enhancement of programme and institutional quality.
20
Sappington, Neil E. Baker Paul J. Fisher Robert L. "The relationship between the development of learning outcomes in science, as required by the Illinois school accreditation process, and changes in classroom curriculum, instruction, and assessment." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633402.
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Thesis (Ph. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 17, 2006. Dissertation Committee: Paul J. Baker, Robert L. Fisher (co-chairs), Dianne E. Ashby, James C. Palmer, William C. Rau, David L. Tucker. Includes bibliographical references (leaves 139-142) and abstract. Also available in print.
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McGlothlin, Jason M. "Council for Accreditation of Counseling and Related Educational Programs: An Evaluation of the Perceived Benefit of Core Curriculum Standards to Professional Practice." Ohio University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou990214698.
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Baume, David. "The enhancement of teaching and learning in higher education through accreditation, portfolio assesment, educational development projects and evaluation using cyclical models of learning." Thesis, University of South Wales, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446107.
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Parisi, Thaís Cristina de Hollanda. "Magnet Recognition Program: revisão integrativa de literatura." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/7/7140/tde-26062015-140838/.
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Introdução: As instituições de saúde trabalham, incansavelmente, em prol da melhoria da qualidade dos serviços prestados e a enfermagem, como integrante desses serviços, busca, constantemente, programas que acarretem melhores resultados assistenciais e com isso a segurança do paciente. Dentre esses programas destaca-se o Magnet Recognition Program, desenvolvido pela American Nurses Credentialing Center- ANCC, o qual visa acreditar os estabelecimentos de saúde com excelência na prática de enfermagem. Objetivo: Analisar a produção científica acerca do processo de implementação do Magnet Recognition Program, publicada no período de junho de 2004 a junho de 2014. Metodologia: Trata-se de uma revisão integrativa de literatura, cuja coleta de dados foi realizada de julho a agosto de 2014, no portal de dados BVS que contempla as bases de dados BDENF, LILACS e MEDLINE e na base de dados CINHAL. A amostra constituiu-se de 16 artigos. Resultados: Os resultados evidenciaram que grande parte dos estudos eram oriundos de revistas de enfermagem, no idioma inglês. Quanto ao delineamento do estudo, verificamos que 11 deles eram constituídos por relatos de experiência e cinco compreendiam pesquisas de abordagem qualitativa, com nível de evidência VI. A análise dos estudos possibilitou compreender com maior clareza o processo de implementação do Magnet Recognition Program constituído por seis etapas, a saber: aplicação, avaliação, visita local, premiação, manutenção e redesignação. Os estudos demonstraram que a etapa de aplicação consistia no processo de submissão da instituição à candidatura frente a ANCC. A etapa de avaliação constituiu-se na análise, pelos avaliadores da ANCC, da documentação escrita apresentada pela organização candidata. Após a aprovação, uma visita ao local era agendada. Na ocasião da visita à instituição a ser acreditada eram identificadas a presença das 14 Forças do Magnetismo na organização. Uma vez aprovado, a certificação Magnet era concedida, constituindo a fase de premiação. Decorrido esse processo, havia o início da fase de manutenção da cultura Magnet, para que a redesignação acontecesse após quatro anos. Como facilitador de todo o processo, os estudos evidenciaram a utilização de consultores, a visita a uma organização anteriormente credenciada, a utilização de um profissional experiente para a elaboração do relatório, o envolvimento de todos os profissionais entendendo o Magnet como uma meta organizacional e o apoio do corpo diretivo, a fim de que os recursos financeiros e estruturais fossem providenciados. Os estudos evidenciaram, ainda, aspectos importantes relacionados aos componentes do Magnet Recognition Program os quais versavam principalmente sobre a governança compartilhada, prática profissional exemplar e estrutura de empowerment fundamentais para as organizações. Conclusão: Este estudo propiciou o conhecimento das etapas para a implementação do Magnet e, desse modo, acreditamos que esse resultado possa contribuir com outras organizações que estão pleiteando essa certificação, fornecendo subsídios para o alcance de seus credenciamentos. No entanto, frente aos níveis de evidência dos artigos, torna-se imperativo a realização de estudos com rigor metodológico mais elevados.<br>Introduction: Health care organizations vigorously work for the improvement of service quality and nursing, as part of these services, always seeking for assistance programs that involve better results and consequently the patient safety. Among these programs, the Magnet Recognition Program, developed by the American Nurses Credentialing Center-ANCC, aims to accredit health facilities with excellence in nursing practice. Objective: To analyze the scientific production on the implementation process of the Magnet Recognition Program, published from June 2004 to June 2014. Methodology: This is an integrative literature review. Data collection was carried out from July to August 2014, through BVS data portal that includes the BDENF, MEDLINE, LILACS and CINHAL databases. The sample consisted of 16 articles. Results: The results showed that most of the studies were from nursing journals in the English language. Regarding design of the study, we found that 11 of them were based on case reports and five researches comprised a qualitative approach, with evidence level VI. The analysis of the studies allowed us to clearly understand the implementation process of the Magnet Recognition Program consisting of six stages, as follows: implementation, evaluation, site visit, awards, maintenance and reassignment. Studies have shown that the application stage consisted of submitting to the institution the process to be elected by the ANCC. The evaluation stage consisted of analysis by the evaluators of the ANCC related to writing documentation presented by the applicant organization. After approval, a visit to the place was scheduled. On the occasion of the visit to the institution to be accredited, it was identified the presence of 14 Magnetism Forces in the organization. Once approved, the Magnet certification was granted, constituting the awards stage. After this process, the culture Magnet maintenance stage was started so that the reassignment could be performed after four years. As a facilitator item of the whole process, the studies showed the use of consultants, the visit to a previously accredited organization, the employment of an experienced professional to prepare the report, the involvement of all professionals understanding the Magnet program as an organizational goal and the support of the governing staff, in order that the financial and structural resources can be provided. The studies also showed important aspects related to the components of the Magnet Recognition Program which were mainly about the shared governance, professional exemplary practice and fundamental empowerment structure for the organizations. Conclusion: This study allowed to identify the steps to implement the Magnet program and the results can contribute to other organizations that are seeking for this certification, providing subsidies to reach their accreditation. However, when comparing the levels of evidence of the analyzed studies, it was observed the need to use a higher methodological rigor for further studies.
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Marshall, Christine Louise. "The role of APPRAISAL in the National Research Foundation (NRF) rating system evaluation and instruction in peer reviewer reports." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002638.
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This thesis reports on two aspects of interpersonal meaning in peer reviewer reports for eleven researchers in the Animal and Veterinary Sciences awarded NRF ratings in A1, B1, C1 and Y1 rating categories. These aspects are the evaluation of the researcher applying for a rating, and the instruction to the NRF as to the rating the researcher ought to receive. A full APPRAISAL Analysis (Martin & White 2005) complemented by an investigation of politeness strategies (Myers 1989) is used to analyse the reports and show how the various systems of interpersonal meaning co-function and to what effect. The analysis reveals that there are clear differences between the evaluative and instructive language used in the reports. Those for the A1 rated researchers are characterised by only positive evaluations of the applicant, frequently strengthened in terms of Graduation and contracted in terms of Engagement. Overall there is less Engagement and politeness in these reports rendering them more ‘factual’ than the reports for the other rating categories. The A1 rated researcher is therefore construed as being, incontestably, a leader in his/her field of research, worthy of a top rating. The reports for the B1 and C1 rated researchers are characterised by the increasing presence of negative evaluations. In addition, there are more instances of softened/downscaled Graduation, dialogic expansion and deference politeness, showing that there is more perceived contention about the evaluations made. The reports for the Y1 rated researchers (a category for young researchers) focus on the applicant’s demonstrated potential to become a leader in the field. In addition to a high incidence of negative evaluations, downscaled Graduation, dialogic expansion and deference politeness, the Y1 reports are also characterised by a high incidence of advice and suggestions from the reviewers concerning the applicant’s work and standing. At a broader level, the analysis reveals that the language used in the reports has a profound influence on the outcome of the rating process. The reports are crucial, not only for evaluating the applicant but, also, more subtly, in directing the NRF towards a specific rating category. It offers insights into what is valued in the scientific community, what is considered quality research, and what leads to international recognition. The research also adds uniquely to current thinking about the language of science and, more particularly, highlights the nuanced understanding of evaluative and instructive language in the reports that is possible if one draws on the full APPRAISAL framework, and insights into politeness behaviour.
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Yilmaz, Harun. "Identification of Academic Program Strengths and Weaknesses through Use of a Prototype Systematic Tool." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26774.
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Because of the rapid development of the use of computers in education, as well as the introduction of the World Wide Web (WWW), a growing number of web-based educational applications/tools have been developed and implemented to help both educators and administrators in the field of education. In order to assist program directors and faculty members in determining whether or not there is a gap between the current situation of the program and the desired situation of the program and whether or not program objectives meet accreditation standards, there is a need for a tool that works effectively and efficiently. However, literature review showed that there is no automated tool specifically used for determining strengths and weaknesses of an academic program, and there is a lack of research in this area.
In Chapter 1, the authorâ s intent is to discuss the purpose behind this developmental research and to provide a literature review that serves as the basis for the design of such an automated tool. This review investigates the following issues: objectives related to programs and courses, taxonomies of educational objectives, curriculum evaluation, accreditation and standards, automated tools, and a brief collaborative create-adapt-generalize model. Chapter 2 discusses the design and development of the automated tool as well as methodology focusing on the instructional design model and its steps. Chapter 3 presents the results of the expert review process and possible solutions for the problems identified during the expert review process. Also the Appendices include the documentation used during the expert review process.<br>Ph. D.
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McKenzie, Jon W. "Assessment requirements for school personnel in NCATE institutions." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Dissertations/Summer2005/J%5FMcKenzie%5F062305.pdf.
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Abadie-Mendia, Trudy. "Accountability and Quality in Higher Education: A Case Study." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/375.
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The purpose of the present study was to gain a deep and rich understanding of the accountability process at a regional comprehensive university in the Southeast United States. Specifically, the present study sought to answer the following question: How is a regional comprehensive university in the Southeast United States substantiating the quality of undergraduate professional programs and the success of graduates. The study utilized a qualitative research methodology, specifically a descriptive embedded case study design. A total of 16 interviews were conducted with participants representing the program level, college level, and administrative level. Three subunits of investigation provided the program perspective for the study. An analysis of the data collected at the subunit level and the data collected at the administrative level provided the information needed to craft rich detailed descriptions of the accountability processes at the University. In addition to the interviews with faculty members and administrators, data were obtained from publicly available resources and used for triangulation purposes.
The findings indicated that educational quality was substantiated based on the performance measures specified by the multiple internal and external stakeholders at the institution. Accountability process varied from program to program based on the number of stakeholders involved. The challenges in meeting the demands of the accountability processes were in terms of time, resources, and conflicting or competing demands from multiple stakeholders. University level assessment processes were viewed as compliance exercises as opposed to as part of the assessment processes required by programmatic accreditors. The program accreditation requirements specific to assessment of student learning were viewed as helpful in informing practice. In conclusion, the institution lacked an integrated accountability process. The accountability processes were viewed differently from the administration’s perspective and the program perspective. Based on these findings recommendations were made for practice and research.
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Sansom, Karen. "Indicators of Academic Success in a Medical Record Technology Program & Their Relationship to Attainment of a Passing Score on the Accreditation Examination." TopSCHOLAR®, 1989. https://digitalcommons.wku.edu/theses/2810.
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During the selection and retention process in a medical record technology program, it is advantageous to identify those students who will fulfill the program's course requirements, as well as subsequently pass the accreditation examination. Graduates of such a program at Wbstern Kentucky University were studied to identify these demoaraphic and academic indicators. Using a stepwise multiple regression analysis, the variables of high school grade point average (GPA), college GPA, and composite ACT score were found to be significantly related to medical record GPA. Using the maximum Rsquare improvement technique, the variables of high school GPA, college GPA, age entering the program, English ACT score and number of credits at graduation were found to be significantly related to overall college GPA at graduation. Multiple regression analysis indicated that high school GPA and composite ACT score were found to be the best predictors of overall performance on the accreditation exam, though the relationship was not significant. Using the discriminant analysis technique, several variables were found to be significant in determining which students will pass the exam and which students will fail. Based on information age when entering the program, and number of medical record core courses repeated contributed significantly to the model. The model was applied to the actual data with a pass/fail accuracy rate of 82% for all students and a rate of 84% for those students passing the exam. Based on additional information after graduation, the variables of medical record GPA, composite ACT score, age when entering the program, and number of credits received at graduation contributed significantly to the model. The model was applied to the actual data with a pass:fail accuracy rate of 78% for all students and a rate of 89% for those students failing the exam.
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Wharam, H. "Improving patient experience and safety in National Health Service (NHS) hospital wards through a ward based clinical accreditation scheme (CAS) : an exploratory trial and process evaluation." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/378383/.
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In response to local and national drivers for improvements in quality of hospital nursing care an acute care NHS Trust developed an innovative ward based Clinical Accreditation Scheme (CAS). The scheme aims to assure quality of care and encourage quality improvements. This study aimed to identify changes in the quality and outcomes of care associated with the CAS, to explore the contextual factors and processes by which any effect is achieved and explore how the CAS is embedded into routine clinical practice by examining key participant perspectives on the feasibility and utility of the CAS. A controlled before-and-after study design explored outcomes from three matched pairs of adult general medical and surgical wards over a twelve month period. The Hospital Survey on Patient Safety Culture and Nursing Practice Environment Scale were administered to all study ward staff at study commencement and as follow up at study end. There was no evidence of an association between participation in the CAS and a change in ward culture. Statistical process charts were used to identify changes over time for rates of hospital acquired infections, pressure ulcers and falls but no clear trend emerged. Findings from staff interviews suggest that staff value the assurance and sense of recognition the accreditation process gives. The process of preparing for self-assessment has potential to promote immediate quality improvements but a number of dysfunctional effects and behaviours, and contextual factors such as constant change, were identified as hindering embedding of the process into routine practice. This study provides new knowledge demonstrating how an accreditation scheme is operationalised at the microsystem level. The scheme appears to assure quality of care and promote short term quality improvement but it is a resource intensive scheme and a number of structural changes are required to promote ongoing participation in quality improvement activities.
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Caldana, Graziela. "Adaptação transcultural e validação do questioná¡rio Quality Improvement Implementation Survey e subescalas do Preparation of Health Services for Accreditation." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-31072018-104428/.
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Na perspectiva de contribuir para a melhoria da qualidade, os serviços de saúde precisam desenvolver e aprimorar seus processos internos para melhoria de seus resultados assistenciais. A adoção de programas para a melhoria contínua da qualidade, como a acreditação, é uma maneira de avaliar se esses processos promovem, de fato, a segurança e a qualidade do atendimento. Este estudo, de delineamento metodológico, objetivou adaptar e validar, para uso no Brasil, instrumentos que possibilitem mensurar aspectos destes programas de melhoria da qualidade. Para tanto optou-se pelo questionário Quality Improvement Implementation Survey II (QIIS) e pelas subescalas do Preparation of Health Services for Accreditation (PHSA), analisando as suas propriedades psicométricas para profissionais que atuam nas áreas assistenciais, administrativas e de apoio de hospitais acreditados. O QIIS é divido em duas seções, denominadas A e B. A primeira mensura e classifica o tipo de cultura na qual se enquadra o hospital; as respostas são obtidas em escores entre 0 e 100 pontos e integra cinco subescalas e vinte itens analisados em quatro categorias: Cultura de Grupo; de Desenvolvimento; Hierárquica e Racional. A seção B destaca as ações do hospital para a melhoria da qualidade; apresenta sete subescalas com cinquenta e oito itens: Liderança, Informação e Análise, Planejamento Estratégico da Qualidade, Utilização de Recursos Humanos, Gestão da Qualidade, Resultados da Qualidade e Satisfação do Cliente. As subescalas denominadas Acreditação e Benefício da Acreditação foram adotadas do PHSA. A primeira subescala possui quatro itens e a segunda, oito. Tanto para a seção B do QIIS e subescalas do PHSA, as respostas foram medidas por meio de escalas do tipo Likert. O delineamento metodológico seguiu os seguintes passos: tradução e síntese das traduções, avaliação por comitê de especialistas, retrotradução, pré-teste e análise das propriedades psicométricas. Os dados foram coletados em sete hospitais 8 acreditados, no período de junho de 2016 a agosto de 2017. Participaram do estudo 581 profissionais. A validade de face e conteúdo dos instrumentos foi avaliada pelo comitê de especialistas, tradutores, respondentes do pré-teste e pelas pesquisadoras que conduziram este estudo. Quanto à análise das propriedades psicométricas, realizou-se a Análise Fatorial Exploratória e Análise Fatorial Confirmatória. Em termos de resultados, o delineamento do perfil da amostra apresentou-se de maioria feminino (68,2%), com idade média de 35,4 anos e cerca de 8 anos de atuação nos hospitais, sendo que a maioria das respostas eram de sujeitos que atuavam em hospitais com fins lucrativos (66,4%), 19% de respostas foram de hospitais públicos e 14,2% de filantrópicos. Após ajustes do modelo, a seção A da versão final do QIIS passou a ter quatro subescalas e treze itens; já a seção B, o mesmo número de subescalas, porém com quarenta e um itens. Quanto às subescalas do PHSA, houve mudança apenas na segunda (Benefício da Acreditação), com a exclusão de dois itens. Com relação à confiabilidade, obteve-se valor adequado para a consistência interna das seções A e B da versão adaptada do QIIS e subescalas do PHSA, tendo os Alphas de Cronbach variando de 0,64 a 0,94; exceto na categoria \"Cultura Racional\", que não apresentou medidas de ajustes adequadas (Alpha 0,53). Diante dos resultados, conclui-se que, apenas na categoria \"Cultura Racional\" não houve medidas adequadas para a sua aplicabilidade. A versão adaptada do QIIS e escalas do PHSA atenderam aos critérios de validade e confiabilidade na amostra estudada. Acredita-se que a utilização possibilitará um diagnóstico situacional dos hospitais brasileiros que adotaram a acreditação como estratégia para a melhoria contínua da qualidade<br>In order to contribute to the improvement of the quality of health services need to develop and improve their internal processes to improve their care results.. The adoption of programs for continuous quality improvement, such as accreditation, is one way to assess whether these processes actually promote safety and quality of care. The purpose of this study was to adapt and validate the Quality Improvement Implementation Survey II (QIIS) and subscales of the Preparation of Health Services for Accreditation (PHSA) for use in Brazil, as well as to analyze its psychometric properties for professionals working in care areas , administrative and support services of accredited hospitals. The QIIS is divided into two sections, named A and B. The first measures and classifies the type of culture in which the hospital fits; the answers are obtained in scores between zero and 100 points and integrates five subscales and twenty items analyzed in four categories: Group Culture; Hierarchical and Rational; of Development. Section B highlights the hospital\'s actions to improve quality; presents seven subscales with fifty-eight items: Leadership, Information and Analysis, Quality Strategic Planning, Use of Human Resources, Quality Management, Quality Results and Customer Satisfaction. The Accreditation and Accreditation Benefit subscales were adopted from the PHSA, used to measure the results of the implementation of an accreditation program under the nurses\' perspective. The first subscale has fourth items and the second, eight. For both section B of QIIS and PHSA, responses were measured using the Likert scale. The methodological design followed the following steps: translation and synthesis of translations, evaluation by expert committee, back-translation, pre-test and analysis of psychometric properties. Data were collected from seven accredited hospitals from June 2016 to August 2017. A total of 581 professionals participated in the study. The face and content validation of the instruments was evaluated by the committee of experts, translators and researchers who conducted this study. Regarding the analysis of the psychometric 10 properties, the Exploratory Factor Analysis and Confirmatory Factor Analysis were performed. In terms of results, the outline of the sample profile was female (68.2%), with an average age of 35.4 years and and about 8 years old in hospitals, with the majority of responses being from subjects who worked in for-profit hospitals (66.4%), 19% from public hospital responses and 14.2% from philanthropists. After adjustments of the model, section A of the final version of QIIS, now has four subscales (thirteen items); already section B, the same number of subscales, but with forty-one items. As for the subscales of the PHSA, there was change only in the second subscale (Benefit of Accreditation), with the exclusion of two items. Regarding reliability, an adequate value for the internal consistency of section A and B were obtained, of the adapted version of the QIIS and subscales of the PHSA with the alphabets of Cronbach varying from 0.64 to 0.94; except in the \"Rational Culture\" category, which did not present adequate adjustment measures (Alpha 0.53). In the light of the results, it is concluded that, only in the category \"Rational Culture\" there were no adequate measures for its applicability. The adapted version of the QIIS and PHSA scales met the criteria of validity and reliability in the sample studied. It is believed that the use will enable a situational diagnosis of Brazilian hospitals that have adopted accreditation as a strategy for the continuous improvement of quality
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Duarte, Maria José de Freitas. "Organização de processos de trabalho fonoaudiológicos no contexto hospitalar: uma experiência em hospital privado." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/12012.
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Previous issue date: 2015-04-10<br>This paper analyzes the process organization of speech pathology therapy work in a private general hospital in the city of São Paulo, considering the external evaluations to which this applies systematically and periodically, to be known: National Accreditation Organization (ONA), Joint Commission and Canadian Council on Health Services Accreditation (CCHSA). The research had two complementary objectives: characterize the demand for speech therapy during the years of 2013 and 2014; and to present the workflow and interaction of speech therapy in interdisciplinary hospital health team to attend such demand. The dimensions were not investigated yet by brazilian speech therapy, and it gives a new sense for the study. The text is organized in 4 parts: conceptual introduction, method, results presentation, discussion and conclusion. The first is a panoramic about evaluation and the search for qualification of hospital attention in Brazil; presents the hospital accreditation process, especially those with which the reaserched Hospital voluntarily is committed to; and contextualizes the speech therapy in this universe. Method: the research is described and configured in two times: 1- search and presentation of the workflow and processes built by speech therapy, in partnership with the hospital interdisciplinary team, to take care of evaluated and rehabilitaded patients; 2- search and characterization of the demand attended by speech therapy in 2013 and 2014. The databases of the research were: Hospital Information System (Tasy); registers of speech therapy department; the perception and reading of the researcher (author) because of the experience at referred hospital. Results presentation: due to the essence of speech pathology therapy work at the hospital, we can mention evaluation and rehabilitation of dysphagy, with flow characterization, organization and construction of procedures or operational standard protocols (POPs), validated by Accreditation Agencies and by Hospital Management. Information related to demand are treated as descritive statistics. The workflow is presented in activities´ diagram and/or relationship of speech therapy and other professional sectors and categories at the Hospital. The final part, dedicated to results discussion and research conclusions, indicated potentialities and challenges to speech pathology therapy workflow and processes at the Hospital under external evaluation made by referred agencies<br>A tese analisa a organização de processos de trabalho fonoaudiológicos em Hospital Geral privado da cidade de São Paulo, considerando as avaliações externas às quais este se submete sistemática e periodicamente, a saber: Organização Nacional de Acreditação (ONA), Joint Commission e Canadian Council on Healt Services Acreditation (CCHSA). A pesquisa teve dois objetivos complementares: caracterizar a demanda atendida pela Fonoaudiologia durante os anos de 2013 e 2014; e apresentar os fluxos de trabalho e de interação da Fonoaudiologia na equipe multiprofissional de saúde do hospital para dar conta de tal demanda. Tais dimensões ainda não foram investigados pela Fonoaudiologia brasileira, o que confere um sentido inédito ao estudo. O texto está organizado em quatro partes: uma introdução conceitual; método; apresentação dos resultados; discussão e conclusões. A parte conceitual faz um panorama sobre a avaliação e a busca pela qualificação da atenção hospitalar no Brasil; apresenta os processos de acreditação hospitalar, em especial aqueles com os quais o Hospital da pesquisa voluntariamente se compromete; e contextualiza a Fonoaudiologia nesse universo. Método: a pesquisa tem natureza descritiva e se configura como um levantamento em dois tempos: 1- levantamento e apresentação dos fluxos e processos de trabalho construídos pela Fonoaudiologia, juntamente com a Equipe Multiprofissional do Hospital, para cuidar dos pacientes avaliados e reabilitados. 2- levantamento e caracterização da demanda atendida pela Fonoaudiologia nos anos de 2013 e 2014. As fontes de dados da pesquisa foram: o sistema de informação do Hospital (Tasy); os registros no departamento de Fonoaudiologia; a percepção e a leitura da pesquisadora (autora da tese) em função da experiência de trabalho no referido Hospital. Apresentação dos Resultados: dada a natureza do trabalho fonoaudiológico no Hospital, destaca-se a avaliação e reabilitação da disfagia, com caracterização dos fluxos, da organização e da construção dos procedimentos e protocolos operacionais padrão (POPs), que são validados pelas Agências Acreditadoras e pela Gestão Hospital. Os dados relativos à demanda atendida são tratados por meio de estatística descritiva. Os fluxos e processos de trabalho são apresentados em diagramas de atividades e/ou relações da Fonoaudiologia com os outros setores e categorias profissionais do Hospital. A parte final, destinado a discussão dos resultados e às conclusões da pesquisa, aponta potencialidades e desafios aos processos de trabalho fonoaudiológicos no Hospital sob a lógica da avaliação externa empreendida pelas referidas Agências Acreditadoras
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Miorando, Bernardo Sfredo. "O sistema Arcu-Sul e a UFRGS : perspectivas da acreditação internacional para uma universidade latino-americana." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/115954.
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Esta dissertação explora a participação da Universidade Federal do Rio Grande do Sul (UFRGS) com o Sistema de Acreditação Regional de Cursos Universitários do Mercosul (Arcu-Sul). Abordando esta experiência de modo qualitativo através de um estudo de caso, busca identificar influências que a acreditação internacional pode ter nas representações que uma universidade carrega sobre suas funções e perspectivas. Parte da revisão bibliográfica para explicitar o macrocontexto em que o caso se situa. Assim, explicita a emergência da acreditação internacional no contexto da educação superior latino-americana e, em seguida, descreve a gênese do Sistema Arcu-Sul no Setor Educacional do Mercado Comum do Sul (Mercosul). Toma como tópicos orientadores a universidade latino-americana, a avaliação institucional, a internacionalização da educação superior e a acreditação internacional. Entre os principais autores de referência, estão Axel Didriksson, Boaventura de Sousa Santos, Darcy Ribeiro, Denise Leite e José Dias Sobrinho. Ao aproximar-se do microcontexto, lança mão da análise de conteúdo de documentos e entrevistas segundo o método de interpretação de sentidos proposto por Romeu Gomes. O levantamento documental envolve textos da UFRGS relativos ao planejamento e avaliação da instituição e de seus cursos de graduação, bem como os informes produzidos por conta de sua participação no processo de acreditação pelo Sistema Arcu-Sul. As entrevistas trazem as representações de sujeitos envolvidos com os processos de acreditação na Universidade e suas perspectivas quanto a seus efeitos. A partir dos dados emergentes das fontes primárias, aponta considerações da avaliação de cursos da UFRGS no âmbito do Arcu-Sul. Encontra como possibilidades o desempenho da acreditação internacional como rito perfunctório ou como ferramenta de promoção da qualidade como relevância pela participação e pelo protagonismo. Indica, então, a necessidade de se fortalecer a solidariedade acadêmica e a avaliação institucional interna.<br>This dissertation explores the participation of Federal University of Rio Grande do Sul (UFRGS) in Mercosur’s Undergraduate Courses Regional Accreditation System (Arcu-Sur). Approaching this experience from a qualitative method though a case study, it aims to identify influences which international accreditation may have in the representations a university carries about its functions and perspectives. It departs from bibliographic review to expose the macrocontext in which the case takes place. It then presents international accreditation’s emergence in the Latin-American higher education context and, in sequence, describes the genesis of Arcu-Sur System in the Educational Sector of Southern Common Market (Mercosur). It takes as orientating topics Latin-American university, institutional evaluation, internationalization of higher education and international accreditation. Among the main reference authors, are Axel Didriksson, Boaventura de Sousa Santos, Darcy Ribeiro, Denise Leite and José Dias Sobrinho. Closing in the microcontext, it employs content analysis of documents and interview according to the method of interpretation of meanings proposed by Romeu Gomes. The documental compilation is comprised by texts from UFRGS relating to the planning and the evaluation of the institution and its undergraduate courses, as well as the reports produced by occasion of its participation in the accreditation process by the Arcu-Sur System. The interview bring about representations of subjects involved with the accreditation processes in the University and their perspectives about their effects. From the primary sources’ emerging data, it points out remarks on the evaluation of UFRGS’ courses by Arcu-Sur. It finds out as possibilities the performance of international accreditation as a perfunctory rite or as a tool for the promotion of quality as relevance by participation and protagonism. It thus indicates the necessity of strengthening the academic solidarity and internal institutional evaluation.<br>Esta disertación explora la participación del Universidad Federal de Rio Grande do Sul (UFRGS) en el Sistema de Acreditación Regional de Carreras Universitarias del Mercosur (Arcu-Sur). Abordando esta experiencia de modo cualitativo a través de un estudio de caso, busca identificar influencia que la acreditación internacional puede tener en las representaciones que una universidad conlleva acerca de sus funciones y perspectivas. Parte de la revisión bibliográfica para explicitar el macrocontexto en el que el caso se sitúa. Así, explicita la emergencia de la acreditación internacional en el contexto de la educación superior latino americana y, en seguida, describe la génesis del Sistema Arcu-Sur en el Sector Educativo del Mercado Común del Sur (Mercosur). Toma como tópicos orientadores la universidad latinoamericana, la evaluación institucional, la internacionalización de la educación superior y la acreditación internacional. Entre los principales autores de referencia, están Axel Didriksson, Boaventura de Sousa Santos, Darcy Ribeiro, Denise Leite y José Dias Sobrinho. A aproximarse del microcontexto, echa mano del análisis de contenido de documentos y entrevistas según el método de interpretación de sentidos propuesto por Romeu Gomes. El aporte documental incluye textos de UFRGS relativos al planeamiento y a la evaluación de la institución y de sus carreras, bien como los informes producidos por ocasión de su participación en el proceso de acreditación por el Sistema Arcu-Sur. Las entrevistas tracen las representaciones de los sujetos implicados en los procesos de acreditación de la Universidad y sus perspectivas cuanto a sus efectos. A partir de los datos emergentes de las fuentes primarias, apunta consideraciones de la evaluación de carreras de UFRGS en el ámbito de Arcu-Sur. Encuentra como posibilidades el desempeño de la acreditación como rito perfunctorio o como herramienta de promoción de la calidad como pertinencia por la participación y el protagonismo. Indica, así, la necesidad de fortalecerse la solidaridad académica y la evaluación institucional interna.
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Ritchey, Brad Matthew. "Perceptions of initial licensure candidates regarding the effectiveness of field experiences and clinical practices in teacher preparation programming." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211904397.
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Porter, Michael. "Online Education, Accrediting Standards, and Student Success: An Examination of the Relationship Between the Southern Association of Colleges and Schools Commission on Colleges Standards for Online Education and Student Success." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1917.
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Prior to 2000, there were less than 1.6 million students enrolled in at least one online course. By fall 2010, student enrollment in online distance education showed a phenomenal 283% increase to 6.1 million. Two years later, this number had grown to 7.1 million. In light of this significant growth and skepticism about quality, there have been calls for greater oversight of this format of educational delivery. Accrediting bodies tasked with this oversight have developed guidelines and standards for online education.
There is a lack of empirical studies that examine the relationship between accrediting standards and student success. The purpose of this study was to examine the relationship between the presence of Southern Association of Colleges and Schools Commission on College (SACSCOC) standards for online education in online courses, (a) student support services and (b) curriculum and instruction, and student success.
An original 24-item survey with an overall reliability coefficient of .94 was administered to students (N=464) at Florida International University, enrolled in 24 university-wide undergraduate online courses during fall 2014, who rated the presence of these standards in their online courses. The general linear model was utilized to analyze the data. The results of the study indicated that the two standards, student support services and curriculum and instruction were both significantly and positively correlated with student success but with small R2 and strengths of association less than .35 and .20 respectively. Mixed results were produced from Chi-square tests for differences in student success between higher and lower rated online courses when controlling for various covariates such as discipline, gender, race/ethnicity, GPA, age, and number of online courses previously taken. A multiple linear regression analysis revealed that the curriculum and instruction standard was the only variable that accounted for a significant amount of unique variance in student success. Another regression test revealed that no significant interaction effect exists between the two SACSCOC standards and GPA in predicting student success.
The results of this study are useful for administrators, faculty, and researchers who are interested in accreditation standards for online education and how these standards relate to student success.
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Santos, Margareth Guerra dos. "Teias do pensar democrático presentes nos discursos dos atores das redes de agências de acreditação e avaliação da qualidade da educação superior na américa latina : as vozes do lado de lá." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/151697.
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A temática das Redes de Agências de Acreditação e Avaliação da Qualidade da Educação Superior surge no contexto da internacionalização, da cooperação e do movimento de integração entre os países. Como uma consequência da Sociedade do Conhecimento no mundo contemporâneo, este contexto tem fomentado o estabelecimento de relações de cooperação e troca de informações sobre avaliação das universidades na América Latina, através de Redes. Este cenário marcou a existência do objeto de estudo. Compreender perspectivas democráticas construídas no interior dos movimentos de Redes e como se tecem as relações de forças no seu interior, privilegiando possíveis tramas de resistência a modelos de avaliação da educação superior hegemônicos com foco nas Redes de Agências de Acreditação e Avaliação da Qualidade da Educação Superior na América Latina,foi o objeto da tese.As opções metodológicas incluíram a seleção de duas redes, Riaces e Rana, a escolha intencional de sujeitos respondentes dentre seus gestores e especialistas, a técnica de coleta de dados através da produção de narrativas dos sujeitos e a construção de um mapa conceitual da categoria democracia dentro de uma concepção contra hegemônica (Sousa Santos,2003; 2008). A análise interpretativa dos dados permitiu identificar o exercício de uma forma de democracia que representa a tomada de decisões em alinhamento com grupos determinantes no poder,dentre os quais outras redes de avaliação internacionais,em que o processo de decisão e participação nas decisões resume-se a consolidar concepções hegemônicas que não reconhecem a perspectiva do local. Neste sentido, a questão democracia,pode entender-se como um pensar que parece ser ingênuo, não havendo sido encontrados traços de compatibilidade com uma democracia de forte intensidade (Barber, 2003). Parece ser uma forma de democracia que representaria o mascaramento do poder invisível (Bobbio, 1986), servindo ao fortalecimento do capital. As teias de um possível pensar democrático sustentando “rupturas”, presentes no discurso dos atores dos movimentos de Redes de Agências de Acreditação e Avaliação da Qualidade,mostram vozes que levam a repensar e rediscutir as dinâmicas de uma democracia. Uma democracia forte, com participação efetiva e igualitária, respeitando as diversidades culturais e a heterogeneidade dos povos que constituem a região, impondo a liberdade de expressão como condição para a autonomia, parece distante do contexto analisado.<br>The thematic of Networks of Higher Education Accreditation and Quality Evaluation Agencies arises in the context of internationalization, cooperation and integration movement between countries. As a Knowledge Society consequence in the contemporary world, this context has fostered the establishment of cooperative relations and information exchange over the universities evaluation in Latin America. This scene marked the thesis. The study aimed to understand the democratic perspectives built within networks movements as well as the woven relationships of forces conducting possible plots of resistance to hegemonic higher education evaluation models focusing on Networks of Higher Education Accreditation and Quality Evaluation Agencies. The methodological options included the selection of two networks, Riaces and Rana, the intentional selection of respondents among their managers and specialists, the technique of data collection through the production of subjects' narratives and the construction of a conceptual map of the category democracy in an antihegemonic conception (Sousa Santos, 2003; 2008). The interpretative analysis of the data allowed to identify the exercise of a form of democracy that represents decision-making in alignment with determining groups in power, including other international evaluation networks, where the decision-making process and participation in decisions sums up to consolidate hegemonic conceptions that do not recognize the local perspectives. In this sense, the issue of democracy can be understood as a kind of naïve thinking. No traces of compatibility with a strong democracy have been found (Barber, 2003). It seems to be a form of democracy that would represent the masking of an invisible power (Bobbio, 1986), serving to capital strengthening. The webs of a possible democratic thinking sustaining "ruptures"in the discourse of the networks of Accreditation and Quality Evaluation actors, are showing voices that lead to re-thinking and re-discussing the democracy dynamics. A strong democracy, with effective and equal participation, respecting the cultural diversities and heterogeneity of the peoples which constitute the region, imposing freedom of expression as a condition for autonomy, seems to be no existent.
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Sakamoto, Rosa Maria Dos Santos Manso. "A política de acreditação para a educação superior: mudanças no início do século XXI." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/6144.
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Previous issue date: 2017-08-11<br>O objeto de estudo desta tese é a política nacional de acreditação para a graduação e o processo que a definiu entre 2000 e 2014. Analisar o processamento da política impôs a necessidade de classificar as mudanças que porventura tenham ocorrido no período, assim como de identificar os papeis desempenhados por determinado grupo de acadêmicos e por suas ideias. Na maioria das vezes, as mudanças ocorridas foram incrementais. Em 2004, no entanto, foi identificada transformação estrutural e procedimental, que levaram à valorização de alguns aspectos formativos na formulação e na implementação da política. Nesse caso, ainda persistiram acentuados alguns aspectos herdados da década anterior, em torno dos quais ainda se mobiliza o debate na academia. Ressalte-se, no entanto, que a produção e o empreendimento dos acadêmicos foram determinantes externas relevantes para a acentuação da dialética no subsistema e para a geração de nova síntese para a política de acreditação, levando-a para mais perto da consolidação dos objetivos defendidos pela academia. Essas análises foram referenciadas na obra de Baumgartner e Jones (2009), que trata da teoria do equilíbrio pontuado, e na obra de Haas (2016), que trata do envolvimento das comunidades epistêmicas com a política pública.<br>The object of study of this thesis is the national accreditation policy for graduation and the process that defined it between 2000 and 2014. Analyzing the processing of the policy imposed the need to classify the changes that may have occurred in the period, as well as to identify the roles played by a particular group of academics and their ideas. Most of the time, the changes that occurred were incremental. In 2004, however, a structural and procedural transformation was identified, which led to appreciation of some formative aspects in the formulation and implementation of the policy. In this case, some aspects inherited from the previous decade still persisted, around which the debate in the academy still mobilizes. It should be emphasized, however, that the production and entrepreneurship of the academics were external determinants relevant for the accentuation of the dialectic in the subsystem and for the generation of a new synthesis for the accreditation policy, approaching to the consolidation of the objectives defended by the academy. These analyzes were referenced in the work of Baumgartner and Jones (2009), which deals with the theory of punctuated equilibrium, and in the work of Haas (2016), which deals with the involvement of epistemic communities with public policy.
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Makuwa, Demus Kaumba. "Looking beyond educational indicators: an analysis of differences in learner results of a standardised English language comprehension test administered in Katima Mulilo and Rundu educational regions of Namibia." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&.
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This thesis attempted to develop insight into why, contrary to expectation and predictions, learners in Rundu obtained better scores in a standardised English comprehension test than learners in Katima Mulilo, given that the conditions of teaching and learning were judged to be least favourable in Rundu.
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Medrano, Obeso Iris. "Syndrome de burn-out et engagement dans le personnel académique des universités publiques et niveaux de communication productive au Mexique et en France." Electronic Thesis or Diss., Chambéry, 2024. http://www.theses.fr/2024CHAMA026.
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Chapitre I : Justification de la recherche Les universités publiques servent les étudiants et contribuent au progrès social et technique. Cependant, le personnel enseignant des universités publiques au Mexique et en France fait face à une augmentation du Syndrome de Burnout et une diminution de l'engagement. Cette recherche explore comment la culture organisationnelle influence le Syndrome de Burnout et l'engagement chez les enseignants des universités publiques au Mexique et en France. Chapitre II : État de l'art Depuis les années 1970, les politiques néolibérales ont transformé le modèle économique mondial et l'enseignement supérieur. Les universités ont adopté des modèles de gestion entrepreneuriaux, incitant les enseignants à répondre à des critères de performance stricts, augmentant la pression et le stress. Chapitre III : Facteurs historiques et socio-économiques Au Mexique, la CONAEVA et le COPAES ont structuré un système d'assurance qualité de l'éducation. En France, la loi Savary de 1984 a redéfini les missions universitaires, influençant la gouvernance et la fonction des enseignants-chercheurs. Chapitre IV : Cadre théorique Le champ académique, selon Bourdieu, est un espace de positions et de pratiques où se joue le pouvoir et se disputent les ressources. Le habitus des universitaires, influencé par leurs trajectoires et leur capital hérité, les prédispose à accepter ou à défier les structures de pouvoir. Chapitre V : Burnout et engagement Le Syndrome de Burnout est caractérisé par l'épuisement émotionnel, la dépersonnalisation et une satisfaction personnelle réduite au travail. La psychologie positive décrit l'engagement comme un état opposé, caractérisé par le dynamisme et la dévotion. Chapitre VI : Théorie des systèmes et communication organisationnelle La théorie des systèmes aide à comprendre les dynamiques complexes des institutions académiques et leur culture organisationnelle, influençant les comportements et les interactions au sein des universités. Chapitre VII : Conception méthodologique La recherche adopte une approche mixte, combinant des méthodes quantitatives et qualitatives. Des questionnaires et des entretiens ont été réalisés avec le personnel académique de plusieurs universités publiques au Mexique et en France. Chapitre VIII : Résultats et analyse Les résultats montrent que la culture organisationnelle influence significativement le burnout et l'engagement. Au Mexique, une culture compétitive contribue à une augmentation du burnout, tandis qu'en France, une meilleure balance entre vie professionnelle et personnelle atténue cet effet. Chapitre IX : Conclusions La culture organisationnelle des universités publiques joue un rôle crucial dans le bien-être et l'engagement des enseignants. Des stratégies ciblées peuvent améliorer l'environnement de travail académique, réduisant le burnout et augmentant l'engagement. Les politiques doivent être adaptées aux contextes culturels et structurels spécifiques de chaque université pour être efficaces et promouvoir un développement académique durable. Chapitre X : Projet applicatif Un modèle de Planification Stratégique de la Communication dans les Organisations Publiques est proposé, visant à accroître l'engagement et à réduire le Syndrome de Burnout dans le contexte académique. Ce modèle améliorera la communication productive en s'alignant sur les principes du docteur Abraham Nosnik Ostrowiak et en utilisant des méthodes visuelles et du contenu hypermédia<br>Chapter I: Research Justification Public universities serve students and contribute to social and technical progress. However, teaching staff in public universities in Mexico and France face an increase in Burnout Syndrome and a decrease in engagement. This research explores how organizational culture influences Burnout Syndrome and engagement among teaching staff in public universities in Mexico and France. Chapter II: State of the Art Since the 1970s, neoliberal policies have transformed the global economic model and higher education. Universities have adopted entrepreneurial management models, prompting teachers to meet strict performance criteria, increasing pressure and stress. Chapter III: Historical and Socio-Economic Factors In Mexico, CONAEVA and COPAES have structured a quality assurance system for education. In France, the Savary Law of 1984 redefined university missions, influencing governance and the role of teacher-researchers. Chapter IV: Theoretical Framework The academic field, according to Bourdieu, is a space of positions and practices where power and resources are contested. The habitus of academics, influenced by their trajectories and inherited capital, predisposes them to accept or challenge power structures. Chapter V : Burnout and Engagement Burnout Syndrome is characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment at work. Positive psychology describes engagement as an opposite state, characterized by dynamism and devotion. Chapter VI: Systems Theory and Organizational Communication Systems theory helps understand the complex dynamics of academic institutions and their organizational culture, influencing behaviors and interactions within universities. Chapter VII: Methodological DesignThe research adopts a mixed-method approach, combining quantitative and qualitative methods. Questionnaires and interviews were conducted with academic staff from several public universities in Mexico and France. Chapter VIII: Results and Analysis The results show that organizational culture significantly influences burnout and engagement. In Mexico, a competitive culture contributes to increased burnout, while in France, a better work-life balance mitigates this effect. Chapter IX: Conclusions and Recommendations The organizational culture of public universities plays a crucial role in the well-being and engagement of teachers. Targeted strategies can improve the academic work environment, reducing burnout and increasing engagement. Policies must be adapted to the specific cultural and structural contexts of each university to be effective and promote sustainable academic development. Chapter X: Application Project A Strategic Communication Planning model in Public Organizations is proposed, aiming to increase engagement and reduce Burnout Syndrome in the academic context. This model will improve productive communication by aligning with the principles of Dr. Abraham Nosnik Ostrowiak and using visual methods and hypermedia content
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Santos, Renato Antunes dos. "Acreditação e avaliação de programas de residência médica: Concepção internacional e proposta de um modelo nacional." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/5/5169/tde-24102016-155545/.
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A avaliação de programas de residência medica é parte integrante de um sistema maior de acreditação em diversos países. A acreditação é um produto simbólico. Não \"vende\" um bem concreto, mas um símbolo de confiança na existência de critérios elevados de qualidade em determinado programa que é objeto de sua análise. A acreditação na residência médica é bastante complexa, posto que, além dos conhecimentos em educação médica, são necessários conhecimentos em estrutura, processo e resultados esperados para programas de pós-graduação no ensino superior e também na saúde e no trabalho médico. O resultado final esperado de todo esse sistema deve ser o médico competente. Lições aprendidas com as experiências internacionais podem contribuir com a construção de modelos locais e evitar que erros históricos sejam cometidos. Muitos países direcionam investimentos no campo da educação médica em busca da qualidade de seus profissionais, visando impactar positivamente o sistema de saúde. Ao investigarmos mais profundamente o sistema canadense de acreditação do Royal College of Physicians and Surgeons of Canada, por meio de métodos etnográficos, descrição qualitativa e estudo de caso, observamos que seus processos internos não diferem muito do praticado no Brasil. No entanto, a formação dos médicos especialistas segue de maneira desagregada neste país; Comissão Nacional de Residência Médica, CNRM; avaliações das Sociedades de Especialidades Médicas continuam desintegradas, em um ambiente político desfavorável, de afastamento dos principais interessados e especialistas nesse processo (governo, universidades, entidades médicas etc.). Um projeto piloto realizado neste estudo, conjuntamente, entre a Sociedade Brasileira de Neurocirurgia e a CNRM unificou critérios, realizou avaliações conjuntas e somou saberes com resultados exemplares para o país. O sistema brasileiro, por não ser unificado e não possuir independência institucional,funciona de maneira errática, impossibilitando estabilidade e garantia de qualidade em conformidade com elevados padrões internacionais. O foco na quantidade de médicos, que toma conta da pauta da saúde de boa parte do planeta, não pode impedir o avanço e as garantias de busca pela qualidade. Propiciar desequilíbrio entre qualidade e quantidade na educação médica pode ser catastrófico para o futuro dos profissionais e colocar em risco a população geral. Os resultados desta tese vêm da concepção internacional para a proposta do modelo nacional de acreditação e avaliação de programas de residência. Visa à construção democrática e unida dos principais partícipes do sistema, em que qualidade e quantidade se encontram de maneira harmônica e equilibrada<br>Residency program evaluation is part of the accreditation system in several countries. Accreditation is a symbolic good. It does not sell a product to take over, but a symbol of trustiness on the high level standards at a specific program. Residency accreditation is away complex. Beyond the knowledge on medical education we have to have skills and knowledge of structure, process and outcomes on post-graduation, health sector and medical work. The final outcome of this system must be a competent physician. Lessons learned from the international experiences might contribute to local models and avoid historical mistakes. Searching for quality of the physicians in order to have positive impact on the health system, several countries have been amplifying the investments on medical education. Further researches about the Royal College of Physicians and Surgeons of Canada residency accreditation system through ethnography, qualitative description and case study methodologies reveal similarities with what would be a Brazilian system. The evaluations of the physician\'s post-graduation performed by the National Medical Residency Committee, CNRM, and the medical specialty societies have been kept apart. The political environmental and relationship among the stakeholders (government, physicians\' institutions, university, etc.) does not help consensus. A pilot project unified standards, made joint evaluations and add knowledge between the Brazilian Neurosurgery Society and CNRM providing exemplary results. The Brazilian system is not unified or independent. It jeopardizes the stability of the system\'s performance and turns the comparison within the international high level standards impossible. There have been a lot of efforts on the health sector to plan the quantity of physicians. However, it can\'t build a barrier to meet and improve the quality of the physicians. The lack of balance between quantity and quality in medical education might be destructive to the professional and put on risk the general population. From international experiences and studies, the results of this thesis propose a national model for residency program evaluation and accreditation. Bringing balance and harmony between quantity and quality through democratic and unify bounding of the stakeholders
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Duarte, Mônica Simões da Motta. "O processo de acreditação: estudo sobre a construção coletiva da melhoria da gestão da qualidade em saúde." Universidade Federal Fluminense, 2011. https://app.uff.br/riuff/handle/1/1083.
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Previous issue date: 2011<br>Mestrado Acadêmico em Ciências do Cuidado em Saúde<br>Apesar de a literatura existente apontar diversas vantagens às instituições de saúde que aderem aos programas de acreditação, observa-se que poucas instituições, principalmente públicas do Estado do Rio de Janeiro, conseguiram percorrer esse caminho de trabalho contínuo de sensibilização, envolvimento, liderança efetiva da direção, perseverança e uma mudança cultural organizacional significativa para alcançarem a acreditação. Diante desta assertiva, selecionou-se como objeto de estudo o processo de acreditação em uma instituição de saúde da rede pública do Estado do Rio de Janeiro. Traçou-se os seguintes objetivos: caracterizar uma instituição de saúde acreditada da rede pública do Estado do Rio de Janeiro; descrever os caminhos percorridos por esta instituição para ser acreditada e discutir os benefícios institucionais obtidos por esta instituição de saúde acreditada. Um estudo exploratório, descritivo, com abordagem qualitativa, método de estudo de caso, cujo cenário foi o HEMORIO. Utilizou-se como fonte de evidência a documentação referente ao processo de gestão da instituição e entrevistas semi-estruturadas com doze profissionais administrativos e de saúde que trabalham na instituição e acompanharam o processo de acreditação. A coleta de dados ocorreu entre os meses de janeiro a setembro de 2011. Os dados obtidos foram analisados através do método de análise de conteúdo temática, emergindo seis categorias: categoria I: o caminhar da instituição para a acreditação; categoria II: as reações dos profissionais no enfrentamento da acreditação; categoria III: os resultados do processo de acreditação na instituição; categoria IV: a escolha e os custos do tipo de processo de acreditação; categoria V: a acreditação nas instituições de saúde da rede pública e categoria VI: o usuário e a acreditação. Concluiu-se que o caminhar para a acreditação no HEMORIO não foi uma tarefa fácil, vários fatores foram relevantes, alguns obstáculos existiram nesta trajetória, mas os benefícios foram bem expressivos, propiciando visibilidade institucional. Foi evidenciado tanto nos clientes internos quanto externos orgulho em trabalhar e se tratar no Instituto. Cabe ressaltar ser imprescindível aos gestores das demais instituições de saúde compreenderem que este processo os levará a fornecer uma assistência à saúde mais segura, com qualidade e livre de riscos aos usuários.<br>Although literature points out several advantages to the health institutions that adhere to accreditation programs, it is noted that few institutions, mainly public of Rio de Janeiro State, were able to walk this path of continuous awareness, involvement, direction leadership, perseverance and a significant organizational culture change to achieve accreditation. In view of this assertive, was selected as object study the process of accreditation in a health public institution of Rio de Janeiro State. Traced the following objectives: characterize an accredited institution of public health in Rio de Janeiro State; describe the paths taken by this institution to be accredited and discuss the benefits obtained by this health institution accredited. It was an exploratory and descriptive research, qualitative method of case study, which was in HEMORIO scene. Used as a source of evidence documentation related to the institution management and semi-structured interviews with twelve health and administrative professionals who work at the institution and followed the accreditation process. Data collection occurred during the months of January and September of 2011. The obtained data were analyzed using thematic content analysis, emerging six categories: category I: the institution walk for accreditation; category II: the professionals reactions in dealing with accreditation; category III: the accreditation process results in the institution; category IV: the choice and the costs of the type of accreditation process; category V: the accreditation in health public institutions and category VI: the user and the accreditation. It was concluded that the move towards accreditation in HEMORIO was not an easy job, several factors were relevant, there were a few obstacles in this path, but the benefits were very expressive, providing institutional visibility. It was evidenced proud in both internal and external customers to work and to treat at the Institute. It is essential to emphasize to managers of other health institutions understand that this process will take to provide a safer health care, with quality and free of risk to users.
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Mpuntsha, Loyiso F. "Continuing professional development in medicine : the inherent values of the system for quality assurance in health care." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52173.
Full textAbstract:
Thesis (MPhil)--Stellenbosch University, 2001.<br>ENGLISH ABSTRACT: The practice of medicine has always been a big area of interest as a
profession. The focus ranges depending on issues at hand - it may
be on the educational, training, humanistic, economic, professional
ethics and legal aspects.
One area of medicine that is under the spotlight around the world is
that of the maintenance of clinical competency, followed very
closely and almost linked to professional ethics. This study follows
the introduction of a system of Continuing Professional
Development (hereinafter also referred to as CPD), in South Africa
and an overview of how it has been introduced in a few other
countries. The main areas of focus being the extrication of inherent
values of CPD, relating this aspect to quality improvement in
medical health care.
The medical profession as well as most of the interested parties, has
different perspectives regarding the fact that the system is regulated
through legislation. There is also the doubt whether the CPD system
will be effective in achieving the goals that it has been set to
achieve. Although a system of Continuing Medical Education has
been a tradition in all countries, which implies that the CPD system
is not totally new as far as the educational principles are concerned,
the values accruable need to be exploited. It is the possible success
of this kind of evaluations that may foster more understanding of
the inherent values in this CPD system.<br>AFRIKAANSE OPSOMMING: Beroepsgewys het die praktyk van geneeskunde nog altyd groot
belangstelling gelok. Die fokus verskuif na gelang van die
onderwerpe ter sprake. Dit wissel van opvoedkunde, opleiding,
humanisme, ekonomie, en professionele etiek tot regsaspekte.
Dwarsoor die wêreld word daar gefokus op die handhawing van
kliniese vaardighede, gevolg deur professionele etiek wat ook daarin
verweef is. Hierdie studie bespreek die instelling van 'n stelsel van
Voortgesette Professionele Ontwikkeling (hierna verwys na as VPO)
in Suid-Afrika asook oorsig oor die wyse waarop dit in 'n paar
ander lande ingestel is. Die klem lê op die inherente waardes met
betrekking tot die verbetering gehalte in mediese gesondheidsorg.
Die mediese beroep, asook meeste van die belangegroepe het
verskillende opvattings oor die feit dat die stelsel deur wetgewing
gereguleer word. Daar is ook twyfel of die VPO-stelsel in sy
vooropgestelde doelwitte sal slaag. Wat die opvoedkundige
beginsels betref, is die VPO-stelsel nie totaal en al nuut nie.
Alhoewel VPO in ander lande tradisie is, is dit nodig om die
totstandkoming van waardes te ontgin. Die moontlike sukses van
hierdie tipe van evaluasies mag dalk beter begrip ten opsigte van die
inherente waardes in die VPO-stelsel bevorder.
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McKinnies, Richard C. "Evaluating Assessment and Effectiveness Data to Program Characteristics in Accredited Medical Dosimetry Programs in the United States." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1801.
Full textAbstract:
The purpose of this study is to analyze medical dosimetry programs in the United States with regard to their assessment data and specific program characteristics. I identified participating programs through the Joint Review Committee on Education in Radiologic Technology (JRCERT) program directory web page for medical dosimetry programs. Once I acquired the email addresses of each program director for all 18 programs, I emailed the program directors requesting their participation in the study. Six program directors responded to the email request and sent all the needed data for the study. The specific data evaluated in this study is assessment data for all four student learning objectives (SLO’s) identified by the JRCERT and program effectiveness data (i.e. certification pass rates, job placement rates for graduates, and attrition rates). I correlated the assessment data and program effectiveness data for each program to look for significance in comparison to the length of time a program received accreditation by the (JRCERT), length of each program academically, and the degree granted by each program. For the variables, I ran a Pearson Correlation and a linear regression, which also provides a significance value for the linear regression. The findings of the study illustrated no significance within the data when comparing it to the specific program characteristics. The study did illustrate some predictability within the linear regression, but did not illustrate any significant linear regression among the data points. This illustrates the dependent variables do not correlate with the independent variables, but are able to explain some of the variability in the dependent variable. Program accreditation is an important aspect for any medical dosimetry program and should be an integral part of the daily mechanisms. Educators need to continually look for ways to improve their assessment endeavors to help improve their programs and student success. Based on the findings of this study, research should continue on assessment data in the field of radiologic sciences and specifically in the field of medical dosimetry with larger population groups.
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Matentjie, Tshepiso. "The impact of the National Qualifications Framework on Higher Education with specific reference to access, teaching and learning : a case study." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/16615.
Full textAbstract:
Thesis (MPhil)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: The purpose of this study was to investigate the impact of the NQF on higher
education institutions focussing specifically on access, teaching and learning. The
study aimed to answer the following research questions: What was the impact of
the NQF on increasing access to higher education? In particular how did the RPL
process facilitate access into the University of Pretoria? Secondly, how did the
NQF influence the processes of teaching and learning at this particular institution?
And finally, why did the NQF have differential impacts on different faculties within
the same higher education institution? To gain the end-users’ perspective, a case
study of the University of Pretoria was conducted. Data was gathered using
interviews with ten senior members of staff at the university working in nine
different departments, and student records indicating admissions through RPL into
the University of Pretoria as well as relevant institutional documents.
The findings suggest that the impact of the NQF on access, teaching and learning
differed across departments, resulting in a partial implementation of the policy. This
was facilitated by factors inherent in the policy itself and factors inherent to the
institution. The influence of external factors such as professional bodies on
teaching and learning practices of end-users at the University of Pretoria posed a
major challenge against NQF implementation. The motivations leading to NQF
implementation are not directly linked to the NQF policy per se, although they
resulted in portraying the extent of change to access, teaching and learning along a
continuum that distinguished between departments that ‘blindly complied’, that
selectively adapted and those that strategically avoided implementation of the
policy.
Indications for further research are that a wider look at the impact of the NQF on
access, teaching and learning in higher education is less revealing than a more
focussed investigation. Future research should zoom-in on individual departments
within higher education institutions to reveal the deeper and more nuanced impact
of the NQF.<br>AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om die impak van die NKR (NQF) op veral toegang, onderrig en
leer in hoër onderwysinstellings te ondersoek. Die studie poog om die volgende
navorsingsvrae te beantwoord: Watter impak het die NKR op toenemende toegang tot hoër
onderwys? Hoe fasiliteer die EVL-proses ("RPL process") toegang tot die Universiteit van
Pretoria? Hoe beïnvloed die NKR die onderrig- en leerproses aan hierdie spesifieke
instelling? Ten slotte, waarom het die NKR 'n differensiële invloed op verskillende fakulteite
binne dieselfde hoër onderwysinstelling? Ten einde die uiteindelike gebruiker se perspektief
te bepaal, is 'n gevallestudie aan die Universiteit van Pretoria uitgevoer. Data is ingesamel
uit onderhoude met tien senior personeellede wat in nege verskillende departemente werk,
studenterekords aangaande toelating tot die Universiteit van Pretoria deur EVL, en ook
relevante institutêre dokumente.
Die bevindinge impliseer dat die impak van die NKR op toegang, onderrig en leer van
departement tot departement verskil en dat dit lei tot 'n gedeeltelike implementering van die
beleid. Dié verskil is aangehelp deur faktore wat inherent is aan die beleid, maar ook faktore
inherent aan die instelling. Die invloed wat eksterne faktore soos professionele liggame op
die onderrig- en leerpraktyke van finale gebruikers aan die Universiteit van Pretoria het, is 'n
groot struikelblok vir die implementering van die NKR. Motiverings wat lei tot die
implementering van die NKR is nie noodwendig aan die NKR-beleid gekoppel nie, alhoewel
dit daartoe gelei het dat die mate van verandering in toegang, onderrig en leer op 'n
kontinuum aangedui is. Hierdie kontinuum onderskei tussen departemente wat die beleid
"blindelings navolg", ander wat dit selektief aanpas en nog ander wat die implementering van
die beleid strategies vermy.
Aanduidings vir verdere navorsing is dat 'n breë ondersoek van die NKR se impak op
toegang, onderrig en leer in hoër onderwys minder beduidend is as 'n meer spesifieke
ondersoek. Toekomstige navorsing behoort te fokus op individuele departemente binne hoër
onderwysinstellings ten einde 'n indringender en meer genuanseerde impak van die NKR te
bepaal.
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Lussier, Sacha. "Les enseignants-chercheurs en gestion à l'épreuve des nouvelles injonctions institutionnelles en matière d'évaluation : une étude France-Québec." Phd thesis, Université Paris Dauphine - Paris IX, 2014. http://tel.archives-ouvertes.fr/tel-01023648.
Full textAbstract:
La thèse vise à comprendre le lien existant entre les classements internationaux, le système de publication ainsi que les acteurs de l'enseignement et de la recherche en gestion. Nous approfondirons leurs relations en nous basant sur la théorie de la structuration de Giddens et les concepts d'habitus et de champ chez Bourdieu. Les classements construisent des indicateurs de performance généralement basés sur les articles dans des revues scientifiques internationales. Les critères des classements sont internalisés par les établissements et influencent leur stratégie ainsi que leur système d'évaluation. C'est tout un système qui se construit autour des publications pour mesurer la qualité des établissements. Or, les enseignants-chercheurs ne partagent pas les mêmes attitudes par rapport au système de publication. Nous avons élaboré une typologie afin de rendre compte de cette diversité des acteurs et de leurs stratégies d'adaptation face aux nouvelles injonctions institutionnelles.
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YU, Kee-Chong, and 俞桂昌. "Evaluation of the hospital Accreditation System in Taiwan." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/71283003666653192402.
Full textAbstract:
碩士<br>國立交通大學<br>管理學院高階主管管理碩士學程<br>103<br>Abstract
This article aims to explore our country's hospital accreditation system; therefore, it would introduce the evolution of the hospital accreditation system and the system itself first. Furthermore, it would discuss the relationship between the hospital accreditation system and health insurance benefits, and the developing situation of evaluation Index of our country's hospital accreditation system. Next, it would introduce the accreditation committee system and the processes of accreditation contents.
Physicians and hospitals have a close relationship; therefore, the accreditation system has a high correlation with doctor’s historical role evolution, and hospital management mode. This article also attempts to sort out the history of Chinese and Western doctors, thus to discuss the relationship between hospital management mode and hospital accreditation.
Finally, through the exploration of foreign accreditation system, the article introduces hospital accreditation experiences of U.S., Japan, Australia and other countries, and introduces the trend of international hospital accreditation. In the hopes of exerting, the function of "an advice from others may help ones' defects", learning from advantages of other countries' systems, to improve the defects of our country's system and execution, so that our country's hospital accreditation system can reach perfection, and to promote the better interaction of doctor-patient relationship. In addition, when patients can receive medical quality, at the same time the protection of health providers' relevant rights will also not be forgotten.
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Shih, Shanhsuan, and 石繕瑄. "Evaluation of “Taiwan Host- B&B Accreditation” - Assessment Committee’s Perspective." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/88448877811343199412.
Full textAbstract:
碩士<br>中國文化大學<br>觀光休閒事業管理研究所<br>101<br>Few literature deals with Taiwan Host- B&B accreditation from the perspective of the evaluators. Thus, the present study is initiated to propose the influential model of Taiwan Host- B&B accreditation of evaluators. First, the main factors that influence Taiwan Host- B&B accreditation are constructed via Modified Delphi Method and converted into multi-criteria decision making (MCDM) evaluation system. Subsequently, a survey was carried out to investigate the expert evaluators and collect their opinions which are then examined using decision making and trial evaluation laboratory (DEMATEL). The result, network relation map (NRM), shows that the Taiwan Host- B&B accreditation of evaluators including four dimensions and 12 criteria with inter-influential relationship networked by various influential values from high to low. Therefore, the influential order of dimensions can be sequenced as “building environment”, “room facilities”, “security maintenance” and “service quality”. The same rule can also be applied to the individual dimension and the influential sequence can be ordered among the criteria as well. Overall, the research result demonstrates an influential sequence model of Taiwan Host- B&B accreditation of evaluators and can be useful reference for the sector and related authorities.
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LI, Tai-yen, and 李台元. "An Evaluation to the Accreditation of the Aboriginal Languages Proficiency in Taiwan." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/83032174371185996538.
Full textAbstract:
碩士<br>國立政治大學<br>語言學研究所<br>91<br>ABSTRACT
This thesis aims to evaluate the planning and the first implementation of the Accreditation of the Aboriginal Languages Proficiency (AALP), which is directed by Council of Indigenous Peoples, Executive Yuan, with the view of promoting the education of aboriginal languages in Taiwan.
There are six chapters in this thesis. Chapter One describes the purpose of this study and presents some related problems. Chapter Two presents the backgrounds of AALP. In Chapter Three, the related theories and studies are reviewed and discussed. Chapter Four depicts the research designs, including the methodology to evaluate the vocabulary test in the first AALP, questionnaire design to elicit subjects'' opinions about the policy of AALP and its first implementation, and methods for data analysis. Chapter Five reports the results in terms of vocabulary analysis, language proficiency, language use, and language attitudes toward AALP. The last Chapter offers conclusions and suggestions.
One of the major findings lies in that AALP is widely recognized, and the results of its first implementation may serve as a guideline for its future implementation. It is also believed that AALP may help to revitalize aboriginal languages in Taiwan and thus reverse the language shift related. Therefore, it is suggested that AALP should be continued by following the current model.
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Turnbull, Barbara. "The mediating effect of participation and process outcomes on evaluation use in British Columbia School Accreditation." Thesis, 1998. http://hdl.handle.net/2429/8572.
Full textAbstract:
The term participatory evaluation is commonly understood as stakeholder
involvement in evaluation decision making and is generally accepted as a means of
increasing the use of evaluation information. In spite of the popularity of participatory
evaluation, there are few empirical studies which explain the casual processes of the
participation-use relationship and few theories of participatory evaluation. Furthermore, it
is not yet known what variables mediate participation and use, or what evaluation
methodology best identifies these variables.
This dissertation was designed to test causal relations between participation and use
in a proposed model of participatory evaluation. The constructs in the model were
Participative Climate, Level of Participation in Decision Making, Influence in Participative
Decision Making, Process Outcomes, and Instrumental and Symbolic Use. An intervening
mechanism design (Chen, 1990) was used to test the hypotheses that (a) Participative
Climate, Level of Participation in Decision Making, and Influence in Participative Decision
Making predict Process Outcomes and (b) Process Outcomes predicts Instrumental Use and
Symbolic Use.
The sample included 315 elementary and secondary teachers who participated in the
1995/1996 British Columbia (B.C.) School Accreditation Program, which is a participative
school evaluation program sponsored by the B.C. Ministry of Education. Structural
equation modeling was used to test the fit of the model. Overall, the analysis indicated that
both hypotheses were tenable and the model was a plausible representation of the data.
Furthermore, cross-validation strategies indicated that the model would likely replicate in other independent samples. Specifically, the findings indicated that (a) teacher participation
in pre-evaluation decisions, (b) influence in decision making, and (c) teacher perception of
the participative process mediated the relationship between Participative Climate and Use of
evaluation information. Moreover, teacher perceptions of Process Outcomes is a key factor
in understanding the nature and function of participatory evaluation. The model tested in
this study provides an empirically based explanation of how participatory evaluation can be
expected to work and thereby provides a basis for further development of a theory of
participatory evaluation.
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Chang, Po-Yung, and 張博詠. "The study of department of public administration and affairs related evaluation and accreditation." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/17189404149460647383.
Full text
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Wu, Shu Fen, and 吳淑芬. "Evaluation of current hospital accreditation systemand management section criteria by district hospitalsunder 49 beds." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/99809454908334193258.
Full textAbstract:
碩士<br>長庚大學<br>醫務管理研究所在職專班<br>98<br>Hospitals have encountered critical transformation since national health insurance (NHI) has been implemented in 1995. However, the consequence of performing NHI is to impair operation of hospital and to result in a tight squeeze of medical profit for every hospital. Moreover, there were decreas-ing in the amount of the special privileged hospital of the Bureau of National Health Insurance (BNHI). The medical payment, from BNHI, was closely related to the evaluated result based on the criteria of new Hospital Accredi-tation. Some cases were observed that the new Hospital Accreditation criteria not only resulted in a diminished profit for all hospitals but also worsened the deficit finance of smaller size hospitals, ex. district hospital. The study comprehensively examined the impacts, caused by the new Hospital Ac-creditation, on the operation and finance of district hospital with lesser than 49 beds. Furthermore, the study could assist to disclose the inert aspiration of the administrators worked in district hospital subsequently, to provide feed-backs relating to the new Hospital Accreditation to the TJCHA.
This research comprehensively assayed the impacts, caused by the new Hospital Accreditation, on the operation and finance of district hospital under 49 beds. Furthermore, we hoped that this research could assist to disclose the inert aspiration of the administrators worked in district hospital subsequently, to provide the opinions relating to the new Hospital Accreditation to the TJCHA.
The subjects of this research were the administrators of district hospital, including the president, vice-president, or director. Totally, there were 217 district hospitals were recruited, except the Classical-Chinese-Medicine hos-pital, Psychiatric hospital and the hospitals with chronic disease patient. (The information of the chosen hospitals was got from the TJCHA, on the Journey of 2010.). The 117 questionnaires were retrieved from the 217 hospitals, the retrieved percentage was at 54%.
The items, listed on the questionnaire, were related to new Hospital Ac-creditation criteria. With respect to the part of hospital administration, the sum of 149 items was listed on the questionnaire. In the results, more than 80% hospital administer thought that the 137 of 149 items were generally adequate for administrational model of district hospital, however 21 items from the 149 items were difficult to be executed for the most of district hos-pitals. The 21 items were divided into 3 classifications, employee/personnel, facilitation set for disability, and the accounting system, respectively.
In the conclusion, the results of this research indicated that the most criteria of new Hospital Accreditation were considered helpful for promotion on the quality of health care, but a part of criteria was difficult to be per-formed for district hospitals under 49 beds.
We suggested that the criteria of new Hospital Accreditation could be revised with the actually practical model for district hospital, for example, to build a coalition strategy focused on the medical exam and employment of professional personnel and social workers by some or multiple district hos-pitals.