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Journal articles on the topic 'Higher Education Quality Council'
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Fomunyam, Kehdinga George. "Deconstructing quality in South African higher education." Quality Assurance in Education 26, no. 1 (February 5, 2018): 44–59. http://dx.doi.org/10.1108/qae-11-2016-0072.
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Purpose This study aims to examine six South African universities with a particular focus on the quality of teaching and learning. Design/methodology/approach A qualitative case study approach was adopted and data were mainly generated by means of open-ended questionnaires. The questionnaire was circulated to approximately 1,800 students and 746 completed it. The data were categorized and analysed thematically, using both national and international benchmarks for quality teaching and learning. Findings The findings reveal that teaching and learning in South African universities is marred by a plethora of challenges. Lecturers lack basic skills and essential resources to effectively facilitate teaching and learning. Furthermore, quality benchmarks set by the Council on Higher Education are only met on paper and little or nothing is done to translate this into practice. Originality/value The study proposes among others that clearer policies on funding are recommended to ensure proper allocation of resources, staff development and institutional comeliness. Finally, to enhance transformation, universities should prioritize teaching and learning and take steps to ensure that those teaching in the classroom are qualified to do so.
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Pedraja-Rejas, Liliana, Emilio Rodriguez-Ponce Rodriguez-Ponce, and Carmen Araneda-Guirriman. "Doctoral Education And Government Funding In Higher Education Institutions: An Approach From Chile." Contemporary Issues in Education Research (CIER) 9, no. 2 (April 1, 2016): 67–76. http://dx.doi.org/10.19030/cier.v9i2.9617.
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This research reveals the importance that government funding and the quality of faculty have on the doctoral training of universities from the Council of Chilean Universities (CRUCH), thus exploring the existing relationship inside this formative process. The results and conclusions show that government funding has a direct impact on doctoral training in Chile, along with the quality of the academic staff that these analyzed institutions have. Therefore, it is pertinent to conclude that fiscal funding and quality of faculty is important and relevant within the training of doctors in Chile.
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Basari, Gulsun, Zehra Altinay, Gokmen Dagli, and Fahriye Altinay. "Assessment of the Quality Management Models in Higher Education." Journal of Education and Learning 5, no. 3 (May 10, 2016): 107. http://dx.doi.org/10.5539/jel.v5n3p107.
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<p>This study involves the assessment of the quality management models in Higher Education by explaining the importance of quality in higher education and by examining the higher education quality assurance system practices in other countries. The qualitative study was carried out with the members of the Higher Education Planning, Evaluation, Accreditation and Coordination Council and Director of Higher Education and External Affairs Unit of the Ministry of National Education. Purposive sampling and snowball/chain sampling was done due to low number. The semi-structured interview form was designed in light of the theoretical framework as the data collection tool. The data was analysed through content analysis. The results of the study showed that higher education authorities are not able to perform their responsibilities with the current bureaucratic structure and major duties fall onto the higher education institutions in terms of quality management.</p>
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Sizer, John. "Teaching Quality Assessment in Higher Education Institutions in Scotland: The Staff Development Aspects of Scottish Higher Education Funding Council Quality Assessment Framework." Higher Education Policy 7, no. 2 (June 1994): 50–51. http://dx.doi.org/10.1057/hep.1994.25.
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Mospan, Natalia, and Alla Durdas. "QUALITY ASSURANCE SYSTEM IN HIGHER EDUCATION IN FRANCE." Continuing Professional Education: Theory and Practice, no. 1 (2021): 64–71. http://dx.doi.org/10.28925/1609-8595.2021.1.8.
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The article presents the quality assurance of higher education in France and reveals the system structure peculiar features. The authors characterize the activity of national agencies for external and internal quality assessment. We show that the formation of French quality assurance in higher education has lasted for three decades. The periodization of the quality assurance shaping in higher education is determined based on reforming the principal national agency for quality. The article illustrates the national legislative documents that regulate external and internal French quality assurance. We believe that a specific feature of the French system of quality assurance in higher education is its subordination to agencies (ENQA and EQAR) at the EU level. The article reveals that the French system of quality assurance in higher education is regulated by legal documents («Standards and recommendations for quality assurance in the EHEA»(ESG)) at the European level; a number of national laws, including the Law on Finance (2001), the Law on Freedom and Responsibility of Universities (2007), the Law on Higher Education and Research (2013); national recommendations and handbooks that form the norms and procedures for assessing the quality of universities. Higher education quality assurance is provided through external assessment and internal self-assessment by universities at the national level. The specificity of the French external quality assessment system’s structure lies in the variety of external agencies and their powers. The High Council for Evaluation in Research and Higher Education (Hcéres) is an independent body. The others external agencies are the Inspectorate General for Public Administration of Education and Training (IGAENR), the Commission of Chartered Engineers (CTI), the Commission for the Evaluation of Management Training and Diplomas (CEFDG) and the Advisory National Commission of University Institutes of Technology (CCN-IUT). National external assessment agencies have a sectoral focus and work in a specific segment, relying on internal quality control procedures. Internal self-assessment is mandatory for all French universities that issue state-recognized diplomas.
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Garwe, Evelyn Chiyevo. "Self-study of Innovation in Quality Assurance at the Zimbabwe Council for Higher Education." International Journal for Innovation Education and Research 6, no. 1 (January 31, 2018): 105–10. http://dx.doi.org/10.31686/ijier.vol6.iss1.924.
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This paper presents a self-study of the innovative policies, practices, methods, systems and instruments that have been used by the Zimbabwe Council for Higher Education to assure quality in the constantly changing higher education environment. The aim of the paper is to provide information to countries still developing quality assurance frameworks. The author underscore the role of motivation in creating fertile ground for innovation and creativity.
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Griffith, Stafford Alexander. "Lessons from CXC for Caribbean higher education institutions." Quality Assurance in Education 25, no. 2 (April 3, 2017): 224–36. http://dx.doi.org/10.1108/qae-10-2015-0040.
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Purpose The purpose of this paper is to show how higher education institutions in the Caribbean may benefit from the quality assurance measures implemented by the Caribbean Examinations Council (CXC). Design/methodology/approach The paper uses an outcomes model of quality assurance to analyse the measures implemented by the CXC to assure quality in its examinations. It considers how higher education institutions in the Caribbean can benefit from the approach to quality assurance used by that organization. Findings The paper suggests that there are several ways in which the quality assurance in higher education institutions may be improved by using an outcomes model which focuses on the centrality of the student experience by learning from the experiences of the CXC. Research limitations/implications The research uses a methodology of theoretical analysis, that is the selection and discussion of theoretical material and descriptive material, in a particular context, and considers their applicability for improving practice, in this case, in higher education institutions in the Caribbean. It therefore does not engage the collection and analysis of quantitative or qualitative data. Practical implications The paper suggests that quality assurance practices of higher education institutions in the Caribbean should take into account the lessons that may be learned from the quality assurance measures implemented by the CXC. Originality/value The paper calls attention to the need for higher education institutions to make the shift away from a purely institutional approach to quality assurance by adopting a more student-centred approach.
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Duhs, L. A. "Achieving Quality in Higher Education: a Critique of The Higher Education Council’s Perspective." Economic Analysis and Policy 24, no. 1 (March 1994): 23–35. http://dx.doi.org/10.1016/s0313-5926(94)50002-x.
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Belarbi, Abdelhafid K., Ghaleb A. El Refae, John A. Ballard, and Jamal Abu Rashed. "Transnational education in the Gulf Cooperation Council countries: the challenges of internationalisation and quality in higher education." International Journal of Economics and Business Research 11, no. 2 (2016): 120. http://dx.doi.org/10.1504/ijebr.2016.075304.
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Derkach, O. "QUALITY OF HIGHER EDUCATION IN POLAND IN THE TRANSFORMATION OF EDUCATION POLICY." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (12) (2020): 12–16. http://dx.doi.org/10.17721/2415-3699.2020.12.03.
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The systematic changes in higher education institutions in Poland over the past two decades are analyzed. The classical idea of spontaneous social development and the hypothesis of interaction between formal and informal institutions, developed on the basis of a new institutional educational policy, was adopted as a methodological basis for analyzing and evaluating the transformation of Polish higher education. Transformations in Polish higher education are part of a more general shift in the role of universities - changes that can limit the independence of research and make it an instrument of dominant social, political and economic forces. The article states that the process of improving the quality of education cannot be detached from the system of financing education. The quality of education depends on the funding system not only because it is a source of resources, but also because it creates incentives for both students and teachers. The problems in the field of financing higher education in Poland are special because the rapid quantitative development of higher education occurred during a period of deep political transformation in Poland. The activities of the State Accreditation Commission of Poland are analyzed, its main competences are highlighted. The Polish Accreditation Commission (Polska Komisja Akredytacyjna) is an independent collegiate body of higher education management aimed at improving the quality of education. It is formed by the Minister of Science and Higher Education from among the candidates proposed by the Council of the Conference of Rectors of Higher Education Institutions of Poland, the Conference of Rectors of Polish Professional Educational Institutions of Poland, the Parliament of Students of the Republic of Poland, the Senates of universities and national scientific societies and the organization of employers. The powers of the Commission include providing the Minister of Science and Higher Education with opinions, feedback and conclusions regarding the establishment of the HEI or its organizational unit, permits to study studies in a particular direction at one or another level of education; program and institutional assessment, including pedagogical education. The impact of financing higher education institutions to ensure the quality of higher education is partly considered in the article.
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Pham, Ly Thi. "UNIVERSITY AUTONOMY AND ACCOUNTABILITY: THE RELATIONSHIPS BETWEEN STATE, HIGHER EDUCATION INSTITUTIONS AND SOCIETY." Science and Technology Development Journal 15, no. 1 (March 30, 2012): 57–66. http://dx.doi.org/10.32508/stdj.v15i1.1783.
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University autonomy and accountability are central points at heart of governance reforms, which is essence of the relations between state, university and society. University autonomy must be accompanied with institution accountability as two sides of a coint. University Council and independent accreditation agencies are schemes that enable the schools to hold their accountable. University Council is representatives of all stakeholders, in other words, presents public interests in supervision of university administrations. Accreditation agencies are civil society scheme designed to help schools improving their performance and to provide public with information about the universities. University autonomy has been a bottle-neck issue which hindered innovations at institutional level. Therefore it is unavoidable matter in developing high quality higher education institutions as it is prerequisite for their success.
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Ren, Xiaoai. "A Directory to International LIS Education Accreditation Processes: Part II." International Journal of Librarianship 2, no. 2 (December 15, 2017): 104. http://dx.doi.org/10.23974/ijol.2017.vol2.2.52.
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Let us continue to look at the LIS education accreditation processes across the world in Part II of this directory. This time, readers will find information on the accreditation processes for higher education in general, and LIS education in particular in Ireland, Germany, and South Africa. In Ireland, the Library Association of Ireland (LAI) accredits only LIS programs that meet the academic quality assurance requirements of the state agency Quality and Qualifications Ireland (QQI). In South Africa, a LIS program provider will first contact the Library and Information Association of South Africa (LIASA) for input before submitting the accreditation application to The Council on Higher Education (CHE), the statutory body in South Africa for quality assurance in higher education. In Germany, the Accreditation Council is the central decision-making body that is responsible for the accreditation of all study programs of any disciplines in Germany. There is no specialized accreditation institution for LIS accreditations, and German Library Associations is not involved in the LIS education accreditation processes.
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Porto, Melina. "Using the Council of Europe’s autobiographies to develop quality education in the foreign language classroom in higher education." Language and Intercultural Communication 19, no. 6 (October 12, 2019): 520–40. http://dx.doi.org/10.1080/14708477.2019.1673401.
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Kaur, Ushveen, and Sugandha Gupta. "Evaluating Quality - Measures to Improve NAAC Ranking for Higher Education Institutes." International Journal of Recent Technology and Engineering 9, no. 6 (March 30, 2021): 97–105. http://dx.doi.org/10.35940/ijrte.f5411.039621.
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Quality in education is imperative and thus it is a matter of great concern for the universities, colleges and institutions to maintain it. There are varied criteria to measure quality and methods to improve it with time. A lot of Higher Education Institutions (HEI) offer courses across streams for the students to pursue. The success of an educational institute depends on the quality of education. Educationalists, policy makers, researchers and scholars across the world are working towards quality management for continuous improvement, student/faculty satisfaction and institutional excellence. The National Assessment and Accreditation Council, NAAC, an autonomous institution has been established by the University Grants Commission with the prime agenda of assessing and accrediting Higher Education Institutes(HEI), facilitating them to work continuously towards improving the quality of education. The assessment process is carried out in three stages, which comprises of, viz., Self Study Report (SSR), Student Satisfaction Survey and the Peer Team Report. In the NAAC’s Self study report seven criterion are used for assessment; among all, criteria II: Teaching, Learning and Evaluation carry a major weightage of 350 points. In this paper, we will be briefly discussing the quality measures that can be taken up by any HEI regarding Teaching, Learning and Evaluation methodologies to improve upon its overall score and ranking. A survey was also conducted amongst graduation level students from various universities asking them multiple research questions related to measures that can be taken up by the colleges to improve quality in teaching, learning and evaluation.
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Koch, Benno, Samuel Muehlemann, and Harald Pfeifer. "Do works councils improve the quality of apprenticeship training? Evidence from German workplace data." Journal of Participation and Employee Ownership 2, no. 1 (June 20, 2019): 47–59. http://dx.doi.org/10.1108/jpeo-12-2017-0009.
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PurposeWorks councils have the legal right to participate in a firm’s training process and, where necessary, call for a replacement of training instructors. The purpose of this paper is to empirically test whether works councils are associated with a higher quality of apprenticeship training – or its inputs or outputs – in Germany.Design/methodology/approachThe authors use two representative cross-sectional surveys of German workplaces in 2007 and 2012/2013 that were conducted by the Federal Institute for Vocational Education and Training in Germany. To account for selection on observables, the authors apply nearest neighbor matching models to estimate the extent to which works councils are associated with training quality.FindingsThe results shed light on the influence of works councils on the quality of apprenticeship training in Germany. Based on a quality model, the authors show that works councils are associated with a (moderately) higher output quality of apprenticeships, particularly with respect to the share of retained apprentices. However, the authors do not find empirical evidence for a positive association between works councils and input- and process-quality indicators.Research limitations/implicationsAlthough the identification of causal effects due to the existence of works councils is difficult and cannot be fully addressed in the analysis, the authors can use a number of important control variables at the workplace level. The results suggest that a works council only plays a moderate role in enhancing the quality of the German apprenticeship system.Originality/valueThe authors provide the first direct empirical evidence of how the existence of a works council is associated with the input-, process- and outcome-quality measures of the German apprenticeship system.
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Siregar, Dede Iskandar, Intan Diane Binangkit, and Agung Prasetyo Wibowo. "Exploring the internationalisation strategy of higher education: A case of Muhammadiyah Higher Institution." Journal of Education and Learning (EduLearn) 15, no. 1 (February 1, 2021): 55–63. http://dx.doi.org/10.11591/edulearn.v15i1.17436.
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This article aimed to identify the inhibiting factors and the internationalisation strategy of higher education in Indonesia. The study deployed a qualitative based on the case study at Muhammadiyah Higher Education Institutions. Data collected through in-depth interviews with key respondents include the leader of Higher Education, Research and Development Council of Muhammadiyah, university chancellors, and International Affairs Office head. Findings illustrate the factors hindering the internationalisation which are generally not much different from those described by previous research but here found one factor which has not been explained before, the geographical location of the university, which mostly located in small urban areas that depicted a condition in which cooperation with external parties, foreign institutions, is challenging. The finding also suggests that the internationalisation strategies formed in a very structured manner, involving internal and external university parties. Therefore, this is significant as it explores inhibiting factors and internationalisation strategy of higher education in Indonesia, where it still prioritises religious and cultural values in their educational systems. Practically, this result expected to be a useful reference for university leaders in formulating internationalisation strategies so that the quality of graduates produced can be further improved.
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Ashraf, Maleeha, Gabriella Cagliesi, Denise Hawkes, and Maryam Rab. "Tackling the gender biases in higher education careers in Pakistan: potential online opportunities post COVID-19." Emerald Open Research 3 (July 8, 2021): 13. http://dx.doi.org/10.35241/emeraldopenres.14256.1.
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Driven to improve the quality of higher education as an engine of growth and socio-economic development within Pakistan for 20 years, the Higher Education Commission (HEC) in Pakistan has focused on linking academics and professional services staff with their counterparts in various countries, including the UK, US, and Australia. In collaboration with the British Council, the PAK-UK initiative has been launched to offer deeper linkages between the academics and universities in the UK and Pakistan. This paper presents statistical analysis of data collected in a British Council project highlighting the gender inequalities of the current HEC strategy. The results suggest the potential for online opportunities to help close and amend this gender gap and improve higher education in Pakistan, and the PAK-UK initiative’s role in contributing more broadly to the United Nations Sustainable Development Goals.
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Kurbatov, Sergiy Volodymirovych. "Orientation Towards Quality: Notes from the 6th International Scientific and Practical Conference “Bologna Process: Governance in the System of Higher Education of Ukraine in the Context of Quality Assurance”, November, 7, 2017." Filosofiya osvity. Philosophy of Education 21, no. 2 (December 28, 2017): 262–65. http://dx.doi.org/10.31874/2309-1606-2017-21-2-262-265.
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The 6th International Scientific and Practical Conference “Bologna Process: Governance in the System of Higher Education of Ukraine in the Context of Quality Assurance” was conducted at Kyiv National Taras Shevchenko University on November, 7, 2017. Among the organizers of this event were Ministry of Education and Sciences of Ukraine, Institute of Higher Education NAES of Ukraine, National Erasmus+ Office in Ukraine and British Council of Ukraine. The problems of reformation of Ukrainian system of higher education in the context of contemporary legal and normative changes and integration in European Higher Education Area (EHEA) and European Area of Research (EAR) as far as the governance in the system of higher education in the context of quality assurance from the perspectives of joining to European Quality Assurance Register and functioning of National Agency for Higher Education Quality Assurance were discussed.
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Devi, Leisangthem Binita. "Policies and Programmes of Higher Education in Manipur Since the 1990s." Higher Education for the Future 6, no. 1 (October 29, 2018): 70–84. http://dx.doi.org/10.1177/2347631118802650.
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Policies and programmes of higher education play an important role to make accomplishment of the higher education objectives. If the policies and schemes of government for higher education has a good strategy to implement them, then only they will accomplish the objectives of higher education which in turn will bring progress and quality education. In this article various policies and schemes of government for higher education are analysed and discussed. For this purpose, documentary analysis of various government documents, such as annual reports of Manipur University, acts and statutes of Manipur University, annual reports of Directorate of Higher Education, Manipur, college statistics published by College Development Council, Manipur University and State Higher Education Commission report, are done. It tries to identify the changes which the policies and schemes of government have brought for the development of higher education in the state. Towards the end, the article tries to find out the problems of implementation of higher education policies and the gap in its implementation.
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Voinia, Claudiu Sorin, Ana Tuşa, and Carmen Simion. "European Initiatives In Quality Management Of Systems For Education And Training." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 465–68. http://dx.doi.org/10.2478/cplbu-2014-0077.
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AbstractEuropean initiatives on quality education started in higher education and vocational education and training. Objectives: Identification of the main EU initiatives in quality assurance; Analyzing the stage of applying the European Parliament and Council Recommendation on the European constitution European Framework of Reference for Quality Assurance in Education and Training; There were studied the official EU documents and other papers in the subject matter. Intermediate results show:It is necessary to ensure inter-comparability of educational systems, using indicators and through the establishment and adherence to common principles of quality assurance in education. Implications of the European approach is to develop national quality assurance systems.
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Aleshchenko, N. M. "Federal educational and methodological associations in secondary vocational education: realities and prospects." Transport Technician: Education and Practice 1, no. 3 (September 24, 2020): 165–72. http://dx.doi.org/10.46684/2687-1033.2020.3.165-172.
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Considered the experience of federal educational and methodological associations in the system of secondary vocational education for enlarged groups of professions, specialties created in 2015 by the Ministry of Education and Science of the Russian Federation The main objects of their activity are federal state educational standards, sample programs, quality assurance and development of the content of secondary vocational education, professional improvement of the activities of scientific and pedagogical workers. They showed the formation of a new project team. It is important to collect all railway specialties in one group to ensure the unity of approaches in the development of the content of federal state educational standards of secondary vocational education of secondary vocational education, exemplary educational programs and examination of their content, as well as to improve the quality of educational content and continuity with higher education. The corresponding specialties of higher education are included in one group 23.00.00 “Engineering and technology of ground transport”. Federal educational and methodological associations in the system of secondary vocational education provide expert services in the field of their activities. For this, an Expert Council has been created. The composition of the Expert Council is formed from the number of teachers of educational institutions of open source education. In total, during the work of the Expert Council, more than 130 examinations of educational publications on road and rail transport have been carried out.
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Namubiru Ssentamu, Proscovia. "Ideological trends in initial teacher education curricula: the case of East African universities." Tuning Journal for Higher Education 2, no. 1 (December 20, 2014): 129. http://dx.doi.org/10.18543/tjhe-2(1)-2014pp129-159.
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This paper reviews the ideological trends in initial teacher education curricula in East African universities during the post-independent and contemporary times. From the mid-1960s and mid-1980s, initial teacher education curricula were integrated and harmonised with support from the East African Community whose efforts were coordinated by the Inter-University Council for East Africa. With the breakup of the Community in 1977, each independent state pursued its own educational strategy. However, underfunding of the public sector by governments, introduction of market-friendly reforms under the World Bank Structural Adjustment Programme in 1987 and the de-regularisation policies led to the liberalisation of public services, including education. Liberalisation affected among others, the quality of the initial teacher education curricula. Consequently, national councils and commissions for higher education were established to control standards in higher education, and the Inter-University Council for East Africa was revived to standardise and harmonise educational standards at regional level. The review shows that over the past five decades, the structure and organisation of initial teacher education curricula has continuously adjusted itself and been adjusted to a hybrid culture blending classical humanism, utilitarianism, social re-constructionism, market and global ideologies. Comparable ideological inclinations at socio-economic and political levels have influenced this trend in the region. The paper highlights the implications of such trends on the future of initial teacher education in the region.
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Kandiko Howson, Camille, and Alex Buckley. "Quantifying Learning: Measuring Student Outcomes in Higher Education in England." Politics and Governance 8, no. 2 (April 9, 2020): 6–14. http://dx.doi.org/10.17645/pag.v8i2.2564.
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Since 2014, the government in England has undertaken a programme of work to explore the measurement of learning gain in undergraduate education. This is part of a wider neoliberal agenda to create a market in higher education, with student outcomes featuring as a key construct of value for money. The Higher Education Funding Council for England (subsequently dismantled) invested £4 million in funding 13 pilot projects to develop and test instruments and methods for measuring learning gain, with approaches largely borrowed from the US. Whilst measures with validity in specific disciplinary or institutional contexts were developed, a robust single instrument or measure has failed to emerge. The attempt to quantify learning represented by this initiative should spark debate about the rationale for quantification—whether it is for accountability, measuring performance, assuring quality or for the enhancement of teaching, learning and the student experience. It also raises profound questions about who defines the purpose of higher education; and whether it is those inside or outside of the academy who have the authority to decide the key learning outcomes of higher education. This article argues that in focusing on the largely technical aspects of the quantification of learning, government-funded attempts in England to measure learning gain have overlooked fundamental questions about the aims and values of higher education. Moreover, this search for a measure of learning gain represents the attempt to use quantification to legitimize the authority to define quality and appropriate outcomes in higher education.
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Smith, Rebecca. "The impact of impact." Biochemist 32, no. 3 (June 1, 2010): 46–48. http://dx.doi.org/10.1042/bio03203046.
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The proposed introduction of impact into research funding assessments has been controversial. The current proposals for the new quality-related research (QR) framework contribute to a very tense environment which also includes looming cuts to higher education budgets. There are widespread concerns about how the Higher Education Funding Council for England (HEFCE) will allocate the resulting budget.
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Vivas, Esperanza, Aleida González González, Viviana Moreira Mera, and Antonio Vásquez Pérez. "Análisis y mejora del proceso de formación de la carrera de ingeniería industrial de la Universidad Técnica de Manabí y su influencia en la acreditación." Revista de Investigaciones en Energía, Medio Ambiente y Tecnología: RIEMAT ISSN: 2588-0721 1, no. 2 (July 4, 2016): 20. http://dx.doi.org/10.33936/riemat.v1i2.923.
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Abstract— The paper presents an analysis related to the results of self-evaluation of careers in higher education, highlighting the particularities in the career of industrial engineering at the Technical University of Manabí. an analysis related to the results of a profiled to identify weaknesses in the quality of training of students, which developed in the Industrial Engineering of higher learning and an improvement plan is presented research is available to achieve obtain the quality demanded by the CEAACES (Council of evaluation and quality Assurance in Higher Education to achieve accreditation.
Index Terms— accreditation career, self-assessment, training processes, improvement plan
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Lopatenko, Georgiy. "Evaluation of the quality of education programs in sports (based on the results of accreditation of study programmes)." International Scientific Journal of Universities and Leadership, no. 11 (June 14, 2021): 73–85. http://dx.doi.org/10.31874/2520-6702-2021-11-1-73-85.
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The article presents an analysis of the decisions of the National Agency for Higher Education Quality Assurance on the accreditation of educational programs of the following specialities: 017 Physical Culture and Sports, 014 Secondary Education (Physical Culture, Human Health). Considering the significant differences between the previous accreditation procedure carried out by the Ministry of Education and Science of Ukraine (until 2019) and the current accreditation procedure carried out by the National Agency for Higher Education Quality Assurance the analysis of accreditation cases is particularly relevant. In the course of the research, the analysis of accreditation cases that took place in the period from November 2019 to November 2020 was carried out. It included the assessment of educational programs, curricula, self-assessment documents, reports of the expert groups, conclusions of branch expert council and decisions of the National Agency. Generalized data on the evaluation of educational programs according to individual criteria is presented. The article presents an analysis of the main shortcomings identified in the process of assessing the quality of educational programs at the stage of field accreditation procedure and, at the stage of assessment of the accreditation case by the branch expert council of the National Agency for Higher Education Quality Assurance. It is shown that the main reason for the decision of the National Agency for Higher Education Quality Assurance on conditional (deferred) accreditation of the educational programs was the presence of significant shortcomings in the structure and content of educational programs, as well as in the processes related to teaching and learning. It was also shown that only half of the educational programs in the field of sports, which passed the accreditation procedure in the period from November 2019 to November 2020 met the requirements for ensuring the quality of the educational process. This indicates that the internal quality assurance systems of Ukrainian higher educational institutions were not ready for the new requirements set by the National Agency for Higher Education Quality Assurance.
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Xue, Bo. "The Ideological and Political Education Quality Assessment System Based on Multivariable Decision-Making." Applied Mechanics and Materials 380-384 (August 2013): 4877–80. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.4877.
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The multivariable decision-making model has been verified based on the results of the multiple-choice questionnaires. According to the emphasis of Suggestion on further Strengthening and Improving Ideological and Political Education for College Students, which was released by the Central Committee of the Communist Party of China and the State Council in 2004, the Ideological and Political education system for college students should be the key indicator to assess the quality of higher education. In this paper, we give the ideological and political education quality assessment system based on multivariate decision-making. Decisions in service operations are complex since they involve various interdependent decision-makers (agents) at different hierarchical levels.
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Percy, Alisa, Nona Press, Martin B. Andrew, and Vikk Pollard. "Reframing theory of, and for, practice in higher education." Journal of University Teaching and Learning Practice 18, no. 4 (October 1, 2021): 2–7. http://dx.doi.org/10.53761/1.18.4.1.
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When the Journal of University Teaching and Learning Practice — JUTLP as we have come to know it — was established in 2004, it was to fill a perceived gap in publications related to teaching and learning practice in higher education, with practice being the operative word (Carter, 2004). While other higher education journals existed, they were mainly the purview of academic developers and the most prodigious of disciplinary academics researching their teaching. In contrast, JUTLP was to be built as open-access and its readership as ‘practitioners looking for good ideas based soundly on a body of accessible theory and research’ (McInnes, 2004, n.p.). JUTLP was established in the Australian context at a time when promoting excellence in teaching and learning was regarded as an important government agenda to improve the student experience, and not accidentally, coincided with the creation of the Carrick Institute for Learning and Teaching in Higher Education (later the Australian Learning and Teaching Council, and later again the Office for Learning and Teaching). The Carrick Institute supported national cross-institutional grants and fellowship schemes, and promoted national networks of educational research into practice to support the mission of the then Department of Education, Employment and Workplace Relations (DEEWR) to ensure all ‘Australian higher education institutions provide high quality teaching and learning for all students’ (Carrick, 2009). How times have changed.
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Grebski, Wieslaw, and Michalene Grebski. "Keeping Higher Education Aligned with the Requirements and Expectations of the Knowledge-Based Economy." Production Engineering Archives 21, no. 21 (December 1, 2018): 3–7. http://dx.doi.org/10.30657/pea.2018.21.01.
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Abstract Paper describes the procedure for developing academic programs which are properly aligned to the requirements of the knowledge-based economy. The paper also addresses the continuous quality improvement (CQI) process with the CQI loop closing on the program level and the course level. This process is needed to make continuous adjustments to an academic program, so that the program is always aligned to the constantly-changing needs of the economy. Paper also discusses the system of mutual dependency between the academic program and external partnership like local industry, secondary schools, local government, local community, regional business incubator center, other educational institutions, alumni and industrial advisory council. The ongoing collaboration with external partners allows the program to prosper and grow.
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Anatoly N., Zakhlebny, and Ermakov Dmitry S. "Sustainable Development Goals and Environmental Education (to the 50th Anniversary of the Scientific Council on Environmental Education of the Russian Academy of Education)." Scholarly Notes of Transbaikal State University 15, no. 4 (October 2020): 26–35. http://dx.doi.org/10.21209/2658-7114-2020-15-4-26-35.
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The National Development Goals of the Russian Federation for the period up to 2030, defined by the decree of the President (2020), corresponding to the Sustainable Development Goals (SDG), which were adopted by the United Nations General Assembly in 2015. The Russian Federation conducts systematic work to implement SDG, including Goal 4, “Quality education”. The article presents a brief outline of the history of the created in 1970 Scientific Council on environmental education of the Russian Academy of Education (previously it was called Problem Council on informal environmental education of the Academy of Pedagogical Sciences of the USSR), the main directions of its activities and contribution to the SDG through the development of scientific and methodological support of environmental education (in contemporary wording, of the environmental education for sustainable development). With the participation of members of the Scientific Council, federal and regional textbooks on sustainable development for secondary and higher schools were published, and several monographs and dissertations were prepared. Issues of environmental protection and sustainable development are included in federal state educational standards. The Concept of general environmental education for sustainable development is prepared. The Interregional network partnership “Learning to live sustainably in a global world” is functioning. Currently, designing of the national set of SDG 4 indicators, and, particularly, an indicator 4.7.1 related to training in sustainable development and sustainable lifestyles, is on the way.
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Noda, Ayaka, Angela Yung Chi Hou, Susumu Shibui, and Hua-Chi Chou. "Restructuring quality assurance frameworks." Higher Education Evaluation and Development 12, no. 1 (April 9, 2018): 2–18. http://dx.doi.org/10.1108/heed-12-2017-0008.
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Purpose The purpose of this paper is to examine how the Japanese and Taiwanese national quality assurance (QA) agencies, National Institution for Academic Degrees and Quality Enhancement (NIAD-QE) and Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT), transform their respective frameworks in response to social demands, and analyze and compare the respective approaches for the key concepts of autonomy, accountability, improvement and transparency. Design/methodology/approach Using a qualitative document analysis approach, this paper initially examines the higher education system, major policies and QA developments, after which the methods associated with the QA restructuring transformations are outlined in terms of motivations, expectations and challenges. Finally, the NIAD-QE and HEEACT evaluation policies and frameworks are compared to assess how each has prepared to respond to emerging challenges. Findings During the QA framework restructuring, both the NIAD-QE and HEEACT struggled to achieve autonomy, accountability, improvements and transparency. While the new internal Japanese QA policy is assured through the external QA, the Taiwanese internal QA, which has a self-accreditation policy, is internally embedded with university autonomy emphasized. The QA policies in both the NIAD-QE and HEEACT have moved from general compliance to overall improvement, and both emphasize that accountability should be achieved through improvements. Finally, both agencies sought transparency through the disclosure of the QA process and/or results to the public and the enhancement of public communication. Originality/value This study gives valuable insights into the QA framework in Asian higher education institutions and how QA has been transformed to respond to social needs.
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Cohen, Erez, and Nitza Davidovitch. "The Development of Online Learning in Israeli Higher Education." Journal of Education and Learning 9, no. 5 (July 15, 2020): 15. http://dx.doi.org/10.5539/jel.v9n5p15.
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The COVID-19 pandemic that swept through the world in 2020 and forced the various higher education institutions in Israel and around the world to promptly embrace the online teaching method, placed on the agenda the question of this method’s efficacy as well as deliberations regarding its future implications. The current study reviews the development of online teaching in Israel’s higher education and examines whether this development derives from an organized and well-formulated public policy with a view to the future or is the result of the constraints and various actors within the free market. In addition, the study presents a case study of an academic institution, examining the opinions of students with regard to the benefits and shortcomings of online teaching. The research findings indicate that the development of online teaching in Israel is the result of needs, constraints, and opportunities that emerged in the free market rather than a result of organized public policy by the Ministry of Education and the Council for Higher Education. Consequently, the study presents the various implications of these unregulated developments for the quality of teaching and for student satisfaction. The study illuminates a thorough discussion that should be conducted by movers of higher education and academic institutions concerning a new effective designation of the campuses following the COVID-19 crisis as well as the distinction between virtual and real-life dimensions of academic teaching.
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Boichenko, Nataliia. "Start of the "Program for Improving Teaching in Higher Education in Ukraine": Review of the Ukrainian-British Forum "Excellence in Teaching and Learning in Higher Education"." Filosofiya osvity. Philosophy of Education 25, no. 2 (July 4, 2020): 299–312. http://dx.doi.org/10.31874/2309-1606-2019-25-2-17.
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The Ukrainian-British Forum "Excellence in Teaching and Learning in Higher Education" took place on December 4, 2020 in Kyiv and was dedicated to summarizing previous joint Ukrainian-British educational projects, including the Leadership Development Program of Ukrainian universities and the launch of the Higher Education Teaching Improvement Program Of Ukraine. The Forum was organized by the Institute of Higher Education of the National Academy of Pedagogical Sciences of Ukraine and the British Council in Ukraine. The Forum was attended by representatives of Ukrainian universities, Ukrainian educational top management and representatives of British analytical educational centers and NGOs to promote educational reforms. Emphasis was placed on taking the necessary concrete steps to establish a national platform for the exchange of experience in teaching and improving educational practices and the development of learning competencies between the British and Ukrainian sides. Nurturing the quality of higher education requires both the preservation of the national educational tradition in its best manifestations, and careful and careful adoption of world models of successful institutionalization of the experience of achieving high results in education. The improvement of standards of professional development of the main subjects of education in Ukraine should be a key factor for change at the next stage of educational reforms in Ukraine. Topics such as key stakeholders in education reform, institutional quality assurance of education, qualifications framework, expert experience, individual trajectory of teacher development, departure from the state-level diploma monopoly in Ukraine, etc. were also discussed. A significant expansion of opportunities for the creation of non-governmental – both private and branches of foreign higher education institutions in Ukraine – was announced. An important indicator of these changes should be the refusal from the monopoly of state-standard diplomas as evidence of higher education at the appropriate level.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 1." Higher Education Studies 8, no. 1 (February 27, 2018): 72. http://dx.doi.org/10.5539/hes.v8n1p72.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 1Abdelaziz Mohammed, Albaha University, Saudi ArabiaAlina Mag, University Lucian Blaga of Sibiu, RomaniaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAynur Yürekli, İzmir University of Economics, TurkeyCarmen P. Mombourquette, University of Lethbridge, CanadaDibakar Sarangi, Directorate of Teacher Education and State Council for Educational research and Training, IndiaGeraldine N. Hill, Elizabeth City State University, United StatesGregory S. Ching, Lunghwa University of Science and Technology, TaiwanHüseyin Serçe, Selçuk University, TurkeyJohn Cowan, Edinburgh Napier University, United KingdomLung-Tan Lu, Fo Guang University, Taiwan, TaiwanManjet Kaur Mehar Singh, Universiti Sains Malaysia, MalaysiaNayereh Shahmohammadi, Academic Staff in Organization for Educational Research and Planning, IranOsman Cekic, Canakkale Onsekiz Mart University, TurkeyPhilip Denton, Liverpool John Moores University, United KingdomQing Xie, Jiangnan University, ChinaSandhya Rao Mehta, Sultan Qaboos University, IndiaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaTuija A. Turunen, University of Lapland, FinlandWhatmore Chikwature, Mutare Polytechnic, Zimbabwe
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Miles, Patti Collett, Michael Peterson, Grant Miles, and Danuse Bement. "Higher education: exploring productivity over time." Journal of Applied Research in Higher Education 10, no. 4 (October 8, 2018): 534–46. http://dx.doi.org/10.1108/jarhe-11-2017-0137.
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Purpose Higher education plays a critical role in the health of the US national economy. At the same time, there are increasing concerns regarding the cost of higher education and the effectiveness with which universities are using their money. Accordingly, the purpose of this paper is to examine changes in higher education productivity over the past 15 years across a sample of more than 500 public universities spanning multiple Carnegie classifications. By utilizing measures generated by a commission of the National Education Council, however, attention is more finely focused on the specific costs and outputs related to instructional activity than previous studies. Design/methodology/approach This research utilizes the recommendations of the National Education Center committee to examine productivity changes in higher education over the past 14 years. To that end, the hypotheses put forth in this research utilize 15 years data of Institutional Primary Education Data, 549 institutions and 3 productivity measures to assess how productivity in higher education has changed between 2002 and 2015. Findings The results of the present research suggest that instructional activity (measured as multifactor productivity) has increased in all Carnegie classifications between 2002 and 2016. Research limitations/implications The present study, organized by Carnegie classification, does not specify the cost of increased instructional productivity. As noted, there are concerns regarding whether at least some of the choices a university might make to increase instructional productivity – such as increased class size and/or an increased use of non-tenure track faculty – could adversely influence the quality of instruction and/or diminish student learning. Further, this research does not examine the relationship between research productivity and increasing instructional productivity. Practical implications The present study does not address the bigger question of whether the increasing costs of higher education are justified, because universities produce much more than student credit hours. While, in an ideal world, these various outputs will complement one another and utilize at least some of the same resources, each has its own unique inputs and associated expenses. Given this, an overall assessment of the value or productivity of a university as a whole is a very difficult thing to determine and is well beyond the scope of a single study. Social implications The present study explicitly focuses on the instructional component of universities and relationship between output and inputs. Ultimately, providing a clearer picture of how instructional productivity in higher education has been increasing over the past 14 years. Originality/value This research is the only research of its kind to the best knowledge of the researchers.
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Damaj, Issam W., and Farid B. Chaaban. "Dhofar University: a case study in the practicalities of collaboration and accreditation." Learning and Teaching in Higher Education: Gulf Perspectives 11, no. 1 (June 1, 2014): 115–33. http://dx.doi.org/10.18538/lthe.v11.n1.74.
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Since the turn of the 21st century, various institutions of higher education have been established in the Gulf Cooperation Council region, several of which are branches of universities from North America, Europe, Australia, and other regions. Quality education is currently a required component in the models of collaboration between Universities; yet the literature suggests that challenges remain in how the quality education will be practiced in a region that lacked for long time private universities. In this paper, we present an exploratory investigation to determine what could be learned by studying the practicalities of collaboration and accreditation of a newly established institution in Oman, namely, Dhofar University. The case study focuses on the practicalities of DU’s external collaboration, national accreditation, and good practices University-wide and within the College of Engineering in particular. The paper aims to present and analyze challenges, good practices, faculty and staff experiences, and solutions that could be a useful pattern for similar institutions. The investigation builds on an internal University-wide self-study and an external review by an accreditation council.
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Izmailova, Marina A., Evgenia Yu Korneva, Vasily I. Makolov, and Tatiana A. Salimova. "Quality Assurance in Higher Education in the Context of European Approaches." Integration of Education 24, no. 3 (September 30, 2020): 377–95. http://dx.doi.org/10.15507/1991-9468.100.024.202003.377-395.
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Introduction. Quality assurance issues are among the priorities in the activities of Russian and European universities. In this regard, the authors of the articles explore various approaches to quality assurance in educational organizations; analyze the results of the study related to the assessment of European procedures, models and mechanisms of quality assurance implemented in Russi an universities. Materials and Methods. At the end of 2019, the authors conducted a survey using the Google Docs service of expert representatives across various types of Russian universities. The study involved 104 experts from 50 regions of Russia. The study was based on an expert online survey and statistical analysis of the results. Results. The results of the survey indicate that in Russian universities the most widespread models are quality assurance based on the requirements of state accreditation and a model based on ESG ENQA standards. Higher education institutions give priority to the development of basic documents to guarantee the quality of education at the institutional level without regulating the non-key aspects of education. In most universities, the responsibility for coordinating activities in the field of quality is assigned to the vice-rector (usually for academic studies). Universities are quite actively conducting surveys of students; it is on this group of interested parties that they emphasize the process of implementing feedback on the quality of education. It is common practice to discuss the results of analysis of surveys of stakeholders at the level of academic councils/senates. The most common quality assurance tools include: interviewing students, employers, teaching staff and employees on the quality of education, monitoring the employment and career growth of graduates, and professional and public accreditation. Most respondents indicated such priority problems as the lack of a unified model for ensuring the quality of education and the shortage of qualified personnel in the field of ensuring the quality of education. Discussion and Conclusion. The results of this study may be useful for further improving the quality of education systems in Russian universities in the context of the Bologna process development.
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O.L., Fast. "TENDENCIES OF DOCTORAL EDUCATION INNOVATIVE DEVELOPMENT THROUGH EUROPEAN HIGHER EDUCATION AREA." Collection of Research Papers Pedagogical sciences, no. 92 (January 29, 2021): 96–102. http://dx.doi.org/10.32999/ksu2413-1865/2020-92-16.
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The article is devoted to the European educational policy analysis in the context of the PhD candidates training quality insurance. The aim of the study was to theoretically substantiate the main trends in the innovative development of doctoral education in the European Higher Education Area at the present stage.The methodology of the study is based on a systematic approach to the analysis of educational policy, which regulates the training of the applicants for degrees equivalent to PhD in the European Higher Education Area. The methodological principles, the observance of which is provided by the research, include: objectivity, complexity, disclosure of contradictions of the studied subject, interdisciplinary, cultural conformity. Among the theoretical and empirical research methods prevail the following: analysis, synthesis, modelling, comparison,generalization of individual provisions of scientific approaches to substantiate the leading idea of the study, observation of the educational process, content analysis, statistical analysis.The study found that educational policy in the European Higher Education Area and the European Research Area revolves around quality priorities, both in research by young researchers and in teaching. Among the key trends in the innovative training of the candidates for degrees equivalent to PhD, the following are highlighted: flexible institutionalization of organizational structures of higher education at the PhD level; priority of the research component in the preparation of the applicants for scientific degrees; innovative practices of scientific guidance; career growth and mobility of young researchers as strategic objectives of doctoral education; diversification of trajectories of financial support of the PhD candidates’ research.Through the period of the national educational policy reforming according to European standards, it is important to take into account the identified trends in doctoral education (eighth level of the National Qualifications Framework) and key indicators for assessing its quality, which are most commonly practiced in higher education institutions in the EU: PhD candidates’ publications, progress in writing a research work, the qualification level of the teaching staff, etc.Key words: doctoral education, educational policy, tendencies of training PhD candidates, European Higher Education Area, Council for Doctoral Education of the Association of European Universities. Cтаттю присвячено аналізу європейської освітньої політики щодо забезпечення якості підготовки здобувачів наукових ступенів, еквівалентних PhD. Метою дослідження сталотеоретичне обґрунтуван-ня основних тенденцій інноваційного розвитку докторської освіти у Європейському просторі вищої освіти на сучасному етапі.Методологія проведеного дослідження ґрунтується на системному підході до аналізу освітньої полі-тики, що унормовує підготовку здобувачів наукових ступенів, еквівалентних PhD, у Європейському просторі вищої освіти. До методологічних принципів, дотримання яких передбачене дослідженням, віднесено: об’єктивності, комплексності, розкриття суперечностей предмета, що вивчається, міждис-циплінарності, культуровідповідності. Серед теоретичних та емпіричних методів дослідження прева-люють такі як: аналіз, синтез, моделювання, порівняння, узагальнення окремих положень наукових підходів для обґрунтування провідної ідеї дослідження, спостереження за освітнім процесом, кон-тент-аналіз, статистичний аналіз.За результатами проведеного дослідження з’ясовано, що освітня політика у Європейському просто-рі вищої освіти та Європейському дослідницькому просторі вибудовується навколо пріоритетів якості і у дослідженнях молодих дослідників, і у викладанні. Серед ключових тенденцій інноваційної підго-товки здобувачів наукових ступенів, еквівалентних PhD, виокремлено такі як: гнучка інституалізація організаційних структур вищої освіти рівня PhD; пріоритетність дослідницького складника у підго-товці здобувачів наукових ступенів; інноваційність практик наукового керівництва; кар’єрне зростання та мобільність молодих дослідників як стратегічні завдання докторської освіти; диверсифікація траєк-торій фінансової підтримки досліджень здобувачів наукових ступенів.На етапі наближення вітчизняної освітньої політики до європейських стандартів важливо врахо-вувати виявлені тенденції розвитку докторської освіти (восьмий рівень Національної рамки кваліфі-кацій) та ключові індикатори оцінки її якості, які найчастіше практикуються у закладах вищої освіти у ЄС: наукові публікації здобувачів наукових ступенів, еквівалентних PhD, прогрес у написанні науко-вої кваліфікаційної праці, кваліфікаційний рівень професорсько-викладацького складу тощо.Ключові слова:док торська освіта, освітня політика, тенденції підготовки здобувачів наукових ступенів, Європейський простір вищої освіти, Рада з докторської освіти Асоціації європейських університетів.
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Williams-Diehm, Kendra L., Dawn A. Rowe, Margaret C. Johnson, and Jean Francois Guilmeus. "A Systematic Analysis of Transition Coursework Required for Special Education Licensure." Career Development and Transition for Exceptional Individuals 41, no. 1 (December 7, 2017): 16–26. http://dx.doi.org/10.1177/2165143417742404.
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The field of secondary special education and transition has long advocated for quality training at the preservice level. However, transition-focused coursework is not required for all special education licensure programs. Licensure programs requiring this coursework do not cover all transition-related knowledge and skills needed for teachers to implement effective planning and instruction. This article details results from an analysis of syllabi of transition coursework required for licensure sampled from institutions of higher education (i.e., named in 2015 U.S. News & World Report, 2014 National Council on Teacher Quality report). Results found 35% of universities sampled required a transition course for initial special education licensure. Courses identified covered roughly 85% of the subdomains identified in the Taxonomy for Transition Programming 2.0.
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Adhikariparajuli, Mahalaxmi, Abeer Hassan, and Mary Fletcher. "Integrated Reporting Implementation and Core Activities Disclosure in UK Higher Education Institutions." Administrative Sciences 11, no. 3 (August 20, 2021): 86. http://dx.doi.org/10.3390/admsci11030086.
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Through integrated reporting (IR) and integrated thinking (IT), higher education institutions (HEIs) can engage future students, staff and other key stakeholders. This paper examines the impact of IR framework implementation on core activities disclosure within the UK HEIs. In particular, the authors explore the influence of the integrated thinking approach, intended to enhance the extent of the IR content elements, teaching and learning, internationalisation and research activities disclosure. The study is based on the annual reports of 123 UK HEIs over 3 years—2015–16, 2016–17 and 2017–18. Consistent with the predictions of legitimacy theory and the integrated thinking approach, the results show the extent that integrated reporting content elements and HEIs core activities disclosure practices have increased over the study period. The results also indicate that adoption of the IR framework, league table ranking position, key performance indicator reporting, size, research quality and graduate prospects all have significant positive influences on HEIs core activities disclosure. Based on the findings, the recommendations are that UK HEI governing and other regularity bodies, such as British Universities Finance Director Groups, Leadership Foundation in Higher Education and the Higher Education Funding Council, should consider development of voluntary integrated reporting guidelines and a core activities disclosure framework.
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Rosini, Alessandro Marco, Márcia Figueiredo, Angelo Palmisano, and Orlando Roquer. "Distance Education - A Critical Analysis of recent Governance Public Policies Regulations." Journal on Innovation and Sustainability. RISUS ISSN 2179-3565 6, no. 3 (December 15, 2015): 115. http://dx.doi.org/10.24212/2179-3565.2015v6i3p115-126.
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This article aims to conduct a critical analysis of the new regulations 2014 proposals for distance education (EAD), checking and analyzing governance in public policies at EAD scenario. The methodology of this study is based on an exploratory research, critical analysis and content performed by the researchers based on the text proposed by the National Education Council (CNE). The main contributions of this work permeate in ideas, proposals and discussions in favor of assumptions that may contribute to the ways of a higher quality and public governance in EAD.
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Downs, M., A. Capstick, P. C. Baldwin, C. Surr, and E. Bruce. "The role of higher education in transforming the quality of dementia care: dementia studies at the University of Bradford." International Psychogeriatrics 21, S1 (April 2009): S3—S15. http://dx.doi.org/10.1017/s1041610209008837.
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ABSTRACTThere is now widespread concern about the inadequate care and support provided to people with dementia from diagnosis to death. It is acknowledged that while there is a range of effective ways to care for and support people with dementia and their families from diagnosis to death, these have yet to become integral to practice. In England, for example, the National Dementia Strategy seeks to transform the quality of dementia care. One of the key components to transforming the quality of care is to ensure we have an informed and effective workforce. We argue here that in order to transform the quality of care we need to distinguish between the aims of training and education. Whilst there is a place for skills-based workplace training, Higher Education in dementia studies has a key role to play in the provision of specialist knowledge and skills in dementia care emphasizing as it does the development of critical thinking, reflection and action. In this paper we describe dementia studies at Bradford University available at both undergraduate and postgraduate levels. We outline their aims and learning outcomes, curricula, approach to teaching, learning and assessment. We describe the nature of students who study with us, noting their fit with the Higher Education Funding Council in England's agenda for widening participation in higher education. Higher Education in dementia studies has a unique role to play in equipping practitioners and professionals with the information, skills and attitudes to realize the potential for quality of life for people with dementia and their families.
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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 2." Higher Education Studies 8, no. 2 (May 30, 2018): 107. http://dx.doi.org/10.5539/hes.v8n2p107.
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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 2Abdelaziz Mohammed, Albaha University, Saudi ArabiaAlina Mag, University Lucian Blaga of Sibiu, RomaniaAnna Liduma, Riga Teacher Training and Educational Management Academy, LatviaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAynur Yürekli, İzmir University of Economics, TurkeyCarmen P. Mombourquette, University of Lethbridge, CanadaDibakar Sarangi, Directorate of Teacher Education and State Council for Educational research and Training, IndiaGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, BrazilHuda Fadhil Halawachy, University of Mosul, IraqHüseyin Serçe, Selçuk University, TurkeyJayanti Dutta, Panjab University, IndiaJohn Cowan, Edinburgh Napier University, United KingdomKholood Moustafa Alakawi, Al-Imam Muhammad Ibn Saud Islamic University, Saudi ArabiaLung-Tan Lu, Fo Guang University, Taiwan, TaiwanMehmet Ersoy, Lecturer-Department of Computer Education and Instructional Technologies, TurkeyMei Jiun Wu, Faculty of Education, University of Macau, ChinaMeric Ozgeldi, Mersin University, TurkeyMichael John Maxel Okoche, Uganda Management Institute, UgandaNancy Maynes, Nipissing University, Schulich School of Education, Canada, CanadaNicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSahar Ahadi, Islamic Azad University of Mashhad, IranSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceWaldiney Mello, Universidade do Estado do Rio de Janeiro, Brazil
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Amin Mirkhan, Khalid Hamad, and Shadan Sabah Ahmed. "The Role Of The Ieading Performance Of The College Councils In The Quality Of Higher Education." Iraqi Administrative Sciences Journal 2, no. 4 (December 30, 2018): 236–86. http://dx.doi.org/10.33013/iqasj.v2n4y2018.pp255-305.
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The objective of the current research is to analyze the relation between the variable of leadership performance and its dimensions (independence, innovation, proactive, competition and risk competition) and the variable quality of higher education represented by its dimensions (strategy of higher education organizations, quality of faculty member, quality of curricula, Collectively and individually.
The research was designed to raise several questions about the nature of the relationship and the impact and the difference between the two variables of research, and was developed a hypothesis of the research consisting of five hypotheses President have been subjected to multiple tests and adopted the questionnaire method of data collection and analytical descriptive approach to describe the variables of research and their dimensions and analysis, Teaching in public and private universities in the city of Erbil and a sample was selected based on the scientific title and the years of university service amounted to (306) teaching, and after the distribution of questionnaire on the sample prepared (258) form valid for analysis, Through the application of SPSS V.20.
The research found a number of conclusions, the most important of which is the existence of a significant relationship between the two research variables, the existence of a significant effect on the leading performance in the quality of higher education, the existence of a difference in terms of the effect of independent variable dimensions in the dependent variable in the investigated universities, . In the light of these conclusions, a number of proposals were put forward, the most important of which is the interest of the universities in assigning faculty members who have leadership qualities to qualify them for administrative and scientific positions in order to ensure the quality of higher education and follow- Neutralize and develop them
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Graf, Joachim, Elisabeth Simoes, Sina Blaschke, Claudia F. Plappert, Janice Hill, Marie-Jeannine Riefert, and Harald Abele. "Academisation of the Midwifery Profession and the Implementation of Higher Education in the Context of the New Requirements for Licensure." Geburtshilfe und Frauenheilkunde 80, no. 10 (September 25, 2020): 1008–15. http://dx.doi.org/10.1055/a-1138-1948.
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AbstractThe academization of the midwifery profession poses great challenges for Germany, especially due to the tight timelines: Corresponding courses of study can in principle be offered at both universities and technical colleges – although contrary to the recommendations of the Science Council. This means that there is a heterogeneity in midwifery qualifications and promotes a discussion regarding coherent study concepts. This process must be accompanied with great care so that midwifery courses of study are not designed to be of poorer quality than other courses of study due to a lack of financial resources. First concepts are already available and will be discussed and examined below.
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Ospanova, A. N., Z. M. Sabitov, and Z. E. Nurbayev. "“Diploma mill” issues in the higher education system: the case of the United Kingdom." Bulletin of the L.N. Gumilyov Eurasian National University. Political Science. Regional Studies. Oriental Studies. Turkology Series. 135, no. 2 (2021): 70–77. http://dx.doi.org/10.32523/2616-6887/2021-135-2-70-77.
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In the article, the authors explore the evolution of the formation of higher education institutions in the UK, analyze the formation of the education system as a whole. In the course of the study, the authors concluded that the reforms that were carried out in the 1960s in the UK higher education system led to accessibility among the general population and massification. And this, in turn, affected the quality of the educational services provided. An important fact in the reforms of higher education in the UK, was the lack of opportunities to compete with the “old”universities in terms of basic research and social prestige, “universities without pedigree”chose a different development strategy, in which the main role was given to the internationalization of learning. In order to avoid the emergence of “diploma mills”, the requirements for the activities of universities are being strengthened, and a number of measures are being taken. The external examination of the university is carried out by the State Council for the Financing of Higher Education. Experts check universities once every five years, conduct surveys of students and teachers according to a formalized methodology, as well as check the specific results of educational and scientific work and make their recommendations. Expert advice from employers is also a form of external expertise. One of the most important aspects of assessing the quality of a university is accreditation. Obtaining accreditation by the university is a prerequisite for the employment of its graduates. All the above-mentioned bodies conduct strict control and it is not profitable for universities to violate the requirements. All of the above measures have practically eliminated the problem of “diploma mills”.
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Doddaiah, Sunilkumar, Deepa Bhat, Basavanagowdappa Hathur, M. N. Suma, Manjunath G. V., and Prashant Vishwanath. "Assessment and accreditation of a medical college by national assessment and accreditation council: an overview." International Journal of Advances in Medicine 7, no. 2 (January 23, 2020): 354. http://dx.doi.org/10.18203/2349-3933.ijam20200093.
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Accreditation affirms provision of quality education, thus determines its graduate attributes. WFME, WHO and various bodies have been striving to ensure credibility of educational institutions through accreditation. NAAC is an Indian accrediting body providing framework for quality assurance to higher education institutions. Being an autonomous body under UGC, it sets a standard of excellence to which they are bound to adhere. This article provides details regarding an insight into NAAC, its vision, objectives, core values and the process of accreditation. The details regarding various criteria, components, allotment of weightage to each of them are detailed in the manuscript. The requirements and needs towards preparedness for this accreditation process are simplified to make the readers to understand easily thus providing a bird’s eye view of entire process.
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Feest, Tim. "Report." Industry and Higher Education 12, no. 3 (June 1998): 181–84. http://dx.doi.org/10.1177/095042229801200310.
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The author attended the Annual Assembly of the Engineering Professors' Council, held at St Catherine's College, Oxford, on 6–8 April 1998. He reports on the presentations, discussions and debates. The principal concern was the relationship between the higher education sector and engineering employers and the need for higher education institutions to recognize and deliver engineering graduates with sufficient ‘added value’ to be capable of quickly adding to the value of an engineering company. Measuring the quality of teaching and research in UK universities, a key factor in adding value to students, remains a problem area for the academic staff.
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S Alhat, Swapnil. "Understanding Revised NAAC Grading Pattern." Shanlax International Journal of Arts, Science and Humanities 8, no. 1 (July 2, 2020): 57–60. http://dx.doi.org/10.34293/sijash.v8i1.3081.
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National Assessment and Accreditation Council (NAAC), an autonomous institution of University Grant Commission (UGC), it has been merely 26 years since the inception of NAAC, whose Accreditation to Higher Education Institutions (HEIs) in India is mandatory likewise only a NAAC Accredited higher learning institutions are eligible for UGC and other various grants. Moreover, NAAC accreditation determines the quality of the institute in terms of education, infrastructure, research, teaching & learning, etc.NAAC Accreditation helps a learning institution to know its strengths, weaknesses, and opportunities through the various review process, likewise in initiating modern pedagogical methods and in receiving grants from the Government’s various bodies. Importantly, it helps students to know details of the educational institution in terms of infrastructure, quality of education, research output, etc. Therein, NAAC Accreditation is indispensable to HEIs in India, and this paper, the prime focus of research has been to unravel the revised NAAC Grading Pattern because, in the end, a ‘Grade’ determines the quality of an institution.
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El-Hoby, Hany Mohamed Hassan, and Dr Adamu Abobakar Ibrahim. "EFFECTIVE UTILIZATION OF ICT RESOURCES AND ICT CAPABILITIES IN SAUDI ARABIA HIGHER INSTITUTES." European Journal of Technology 2, no. 2 (July 17, 2017): 1. http://dx.doi.org/10.47672/ejt.269.
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Purpose: The research aims to identify the reality of the contribution of information and communication technology to keep pace with the educational trends that adopt call to the quality of performance and improving the educational system with a view to the composition of the forces of human, economic growth and social council, and contribute to the building of civilization on the basis of racial superiority and discrimination.Methodology: The study used a quantitative research method in order to uncover the problems of the effective utilization of information technology in learning in private colleges.Results: The Ministry of Higher Education in Saudi Arabia has always been working closely with Saudi Universities to improve the quality of higher education to ensure that university graduates have the skills and learning outcomes. Saudi’s young student generation needs to acquire new skills and capabilities to meet the current diversification objectives and to be competitive with the best students from anywhere in the world. This study proposed effective framework to ensure that acceptable quality educational standards are fulfilled in private colleges. Saudi’s young student generation needs to acquire new skills and capabilities to meet the current diversification objectives and to be competitive with the best students from anywhere in the world. This study proposed effective framework to ensure that acceptable quality educational standards are fulfilled in private colleges. This study will focus on Information and Communication Technologies (ICT) resources and capabilities.Unique contribution to theory, practice and policy: This study can contribute in both empirical study and theoretical approach to understand the effective utilization of ICT in higher educational institutional