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Maiki Udam

Bio: Maiki Udam is an academic researcher from Tallinn University. The author has contributed to research in topics: Higher education & Competence (human resources). The author has an hindex of 3, co-authored 5 publications receiving 39 citations.

Papers
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Journal ArticleDOI
TL;DR: In this article, the authors present the results of research conducted over the period 2010-2012 in Estonia with the aim of identifying the expectations for the quality of higher education by principal parties in higher education, the state, the market and academia, as well as describing the differences and similarities in their expectations.
Abstract: This article presents the results of research conducted over the period 2010–2012 in Estonia with the aim of identifying the expectations for the quality of higher education by principal parties in higher education, the state, the market and academia, as well as describing the differences and similarities in their expectations. The findings show that the interpretations and expectations of different parties in higher education differ noticeably. It became evident that the market has the most balanced view valuing almost equally input, process and output characteristics, although the greatest emphasis is placed on inputs. The state and academia also emphasise processes and inputs but somewhat less outputs. Students focus on process and input characteristics only. The article details the approaches to ‘a good university’ by different stakeholders and discusses possibilities of considering the different expectations when further developing the external quality evaluation system.

25 citations

Journal ArticleDOI
TL;DR: In this paper, a study was conducted using concurrent mixed method and involved 361 employees from Estonian universities and professional higher education institutions, and the results indicated that evaluation is mostly deemed necessary at the levels of the organisation and the system; from the personal viewpoint of an employee, positive effects of external evaluations are perceived to a lesser degree.
Abstract: The purpose of this article is to provide an overview of how the employees of higher education institutions perceive the impact of external evaluations. The study was conducted using the concurrent mixed method and involved 361 employees from Estonian universities and professional higher education institutions. The results indicated that evaluation is mostly deemed necessary at the levels of the organisation and the system; from the personal viewpoint of an employee, positive effects of external evaluations are perceived to a lesser degree. The negative influences mentioned were increased bureaucracy, extra work and stress. Top managers of institutions most often saw the positive influences from external evaluations since they help to implement reorganisations and development activities within an organisation. Managers perceived the positive effects of external evaluations on their everyday work as well, more than other employees did. Researchers felt the positive effects of external evaluations least. Nearly a quarter of all employees of higher education institutions do not perceive the effects of external evaluations on their everyday work at all. Employees of professional higher education institutions perceive the positive effects of external evaluations to a greater extent than employees of universities do, indicating that external evaluation has contributed to the development of their organisations. The differences in opinions of the employees of higher education institutions regarding perceived positive and negative impacts of external evaluations—whether on individual, organisation or system points of view—indicate that employees do not identify closely enough with the organisation and its strategic goals.

9 citations

Journal ArticleDOI
TL;DR: In this paper, a study was conducted to ascertain the attitudes of academic staff towards their own work as well as towards external evaluations, based on an analysis of assessment reports of institutional accreditations conducted by the Estonian Quality Agency for Higher and Vocational Education.
Abstract: The purpose of this study was to ascertain the attitudes of academic staff towards their own work as well as towards external evaluations. The study was based on (1) an analysis of assessment reports of institutional accreditations conducted by the Estonian Quality Agency for Higher and Vocational Education and (2) self-determination theory on intrinsic and extrinsic motivation. The satisfaction of academic staff with their own teaching and research competencies was measured and links among the following attitudes were analysed: sense of competence, intrinsic motivation for research, attitudes towards assessment of students and towards external evaluations. The results indicate that a correlation between attitudes towards work and towards external evaluation exists and that the attitudes of academic staff at universities and professional higher education institutions differ. The study involved 252 academic staff members and showed that competent and intrinsically motivated people perceive external...

7 citations

Journal ArticleDOI
30 Apr 2015
TL;DR: Artikli aluseks on 2014. aastal Eesti Korghariduse Kvaliteediagentuuris tehtudinstitutsionaalse-akrediteerimise hindamisaruannete kvalitatiivne analuus, millegaselgitati ǫ-valja eesti korgkoolide peamised tugevad and norgad kuljed.
Abstract: Artikli aluseks on 2014. aastal Eesti Korghariduse Kvaliteediagentuuris tehtud institutsionaalse akrediteerimise hindamisaruannete kvalitatiivne analuus, millega selgitati valja Eesti korgkoolide peamised tugevad ja norgad kuljed. Artikli eesmark on teavitada haridusuldsust rahvusvaheliste ekspertide hinnangutest ja soovitustest Eesti korgkoolidele ning pakkuda korgkoolide juhtkondadele tuge toenduspohiste muudatuste tegemisel. Uuringu valimi moodustasid kumme korgkooli, mis olid 2014. aasta juuniks positiivselt akrediteeritud. Analuusi tulemused osutasid, et korgkoolid on edukad personali- ja ressursijuhtimises, nende taristu on vaga heal tasemel ning uldjuhul on korgkoolide lopetajad konkurentsivoimelised nii Eestis kui ka rahvusvaheliselt. Uuringust ilmnes ka selge vajadus korgkoolide tegevust fookustada, arendada piiratud ressursi tingimustes neid valdkondi, milles ollakse tugevad, ning loobuda valdkondadest, kus puudub kriitiline hulk uliopilasi ja/voi heal tasemel oppejoude. Vaja on muuta korgkoolis oppimise ja opetamise paradigmat, liikudes traditsioonilise oppejou- ja ainekeskse opetamise juurest iga oppija individuaalset ja sotsiaalset arengut toetava koostoise oppimise ja opetamise suunas. Eesti korghariduse kestlikkuse seisukohast on samuti oluline lisada rahvusvaheline moode koikidesse korgkooli pohiprotsessidesse, sh nendes korgkoolides, mis on orienteeritud ainult siseturule. Summary

3 citations

Book ChapterDOI
01 Jan 2018
TL;DR: In the context of external evaluation in higher education, the results reported in this chapter could mean greater trust especially in those universities where relations with the world of work (joint study programme development, internship, feedback from the graduates) have become a routine and where the students voice is influential inside the university both in assessing the quality of teaching and learning and in the operation of the organisation.
Abstract: Greater service to society is trending in higher education everywhere in Europe. In the renewal of the European quality agreement, relations with the society- and student-centred teaching have become the subject of focus. Messages coming from the employers and students could be considered somewhat more “weightier”. We can get an idea of the direction where the universities could be heading in the coming decade from the assessment criteria considered important by them. In the context of external evaluation in higher education, the results reported in this chapter could mean greater trust especially in those universities where relations with the world of work (joint study programme development, internship, feedback from the graduates) have become a routine and where the students’ voice is influential inside the university both in assessing the quality of teaching and learning and in the operation of the organisation. As the general trend in external evaluation is to move from the external control (accreditation) increasingly towards supporting and trusting the internal quality system of an educational institution, it could be stated that those universities deserve to be trusted where relations with the world of work are functional and where the student community has become an acknowledged party in the development of the university. External evaluation thus supports the turnaround occurring in higher education in many countries: (re)valuation of teaching along with the universities turning their faces towards the society.

2 citations


Cited by
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03 May 2019
TL;DR: In this paper, the authors present the following: Екологічнα безпекa" / Писанко Яна Іванівна, Київ.
Abstract: Писанко Я. І. Особливості структурно-функціональної організації техногенно зміненої водної екосистеми гирлової ділянки річки Ірпінь. : автореф. дис. на здобуття наук. ступеня канд. техн. наук : спец. 21.06.01 "Екологічна безпека" / Писанко Яна Іванівна – Київ. – 26 с.

269 citations

Journal ArticleDOI
Tim Pitman1
TL;DR: The authors explored the relationship between mass education, higher education quality and policy development in Australia in the period 2008-2014, during which access to higher education was significantly increased, and found that the student was more often positioned as a servant towards higher education, rather than its benefactor.
Abstract: This article explores the relationship between mass education, higher education quality and policy development in Australia in the period 2008–2014, during which access to higher education was significantly increased. Over this time, which included a change of national government, the discursive relationship between mass higher education and higher education quality shifted from conceptualising quality as a function of economic productivity, through educational transformation and academic standards, to market competition and efficiency. Throughout, the student was more often positioned as a servant towards higher education quality, rather than its benefactor.

36 citations

Journal ArticleDOI
TL;DR: In this article, the learning outcomes from 78 course units were coded to reflect the level of cognitive demand according to Bloom's Taxonomy and the attended students were surveyed regarding their perceptions of their achievement of learning outcomes.

31 citations

Journal ArticleDOI
TL;DR: The quality accreditation in higher education exists in many countries, including Vietnam as mentioned in this paper, where 80 higher education institutions in Vietnam have been evaluated and recognized by the International Higher Education Association (IHEA).
Abstract: Quality accreditation in higher education exists in many countries, including Vietnam. As of May 2018, 80 higher education institutions in Vietnam have officially been evaluated and recognised usin...

26 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examined the concept of quality from the perspectives of academic leaders, quality assurance members and academics at three higher education institutions in Vietnam and found that the quality was under-conceptualised in this Vietnamese context.
Abstract: Purpose Vietnam is experiencing rapid expansion in the provision of higher education that requires quality assurance appropriate for the Vietnamese-centralised Confucian cultural context. This paper aims to examine the concept of quality from the perspectives of academic leaders, quality assurance members and academics at three higher education institutions in Vietnam. Design/methodology/approach Based on an interpretative study, semi-structured interviews were used as a major research instrument augmented with document analysis across three case studies. Interviews were conducted with 35 participants from three groups of stakeholders. Findings The concept of quality was found to be under-conceptualised in this Vietnamese context. Quality was conceptualised as meeting societal needs across the case studies underpinned by the belief that the purpose of higher education is to prepare graduates for employment. Research limitations/implications The study was conducted in similar disciplines at three state-owned universities in Vietnam in 2011. This provides insight within this context and timeframe that may not be generalised. It is suggested to extend this research to other disciplines, the private sector and other groups of stakeholders. Practical implications The paper discusses the necessity of revisiting the philosophy of higher education and re-conceptualising quality in Vietnam that informs quality assurance processes that are relevant to the cultural context. Originality/value This paper provides a centralised Confucian perspective to the literature on quality assurance in higher education. How quality is perceived by academic leaders, quality assurance members and, in particular, academic staff can be used to inform policy. In a centralised country such as Vietnam, academic leaders and quality assurance members may indicate their “obedient” attitudes to policies, leading to the same view with what is centrally enacted, while the academic staff have a different perception of quality.

25 citations