Showing papers in "Quality in Higher Education in 2012"
TL;DR: The authors explored challenges in ensuring effective student transition from school or college to university and examined the complex liaison needed for students to progress to appropriate courses, settle into university life and succeed as higher education learners.
Abstract: This article explores challenges in ensuring effective student transition from school or college to university. It examines the complex liaison needed for students to progress to appropriate courses, settle into university life and succeed as higher education learners. Secondary data (international literature on transition and the formation of learner identity) are analysed to identify underpinning concepts. Primary data are taken from two studies of student transition in England using student and staff surveys, student focus groups, staff interviews and staff–student conferences that discussed selected project data sets. The article goes on to offer a model of the process of transition and the formation of learner identity. It proposes that the development of higher education learner identity is essential to student achievement and is initially encouraged where schools, colleges and universities adopt integrated systems of transition. This has clear implications for practice for higher education administ...
368 citations
TL;DR: The study confirms the need for institutions to develop an overarching framework for evaluation in which a valid, reliable, multidimensional and useful student feedback survey constitutes just one part.
Abstract: In recent times, higher education institutions have paid increasing attention to the views of students to obtain feedback on their experience of learning and teaching through internal surveys. This article reviews research in the field and reports on practices in other Australian universities. Findings demonstrate that while student feedback is valued and used by all Australian universities, survey practices are idiosyncratic and in the majority of cases, questionnaires lack validity and reliability; data are used inadequately or inappropriately; and they offer limited potential for cross-sector benchmarking. The study confirms the need for institutions to develop an overarching framework for evaluation in which a valid, reliable, multidimensional and useful student feedback survey constitutes just one part. Given external expectations and internal requirements to collect feedback from students on their experience of learning and teaching, the pursuit of sound evaluation practices will continue to be of i...
103 citations
TL;DR: In this paper, the authors describe the process of developing a research instrument and a questionnaire as a part of a research project The Students' Approaches to Learning and their Experiences of the Teaching-Learning Environment(s) (LEARN) at the University of Helsinki.
Abstract: The University of Helsinki, along with the other European universities, is facing challenges for enhancing the quality of teaching and developing quality assurance systems with comparable criteria. To tackle these aims the university started to develop a student feedback system with a solid theoretical feedback and valuable practical implications. The present study describes the process of developing a research instrument and a questionnaire as a part of a research project The Students’ Approaches to Learning and their Experiences of the Teaching-Learning Environment(s) (LEARN) at the university. The work carried out at the University of Helsinki clearly demonstrates the value of using the LEARN questionnaire: at the same time it is a valid research instrument and a practical tool for enhancing the quality of students’ learning. Different faculties at the University of Helsinki have used the instrument for research purposes, in their quality work and in student counselling. Furthermore, the software that ...
95 citations
TL;DR: In this article, the authors examined the relationship between learning and study strategies and the self-efficacy of students, and found that there were important differences among different study strategies used by university students with high academic achievement and those with low academic achievement.
Abstract: Empirical research supports the idea that differences in academic performance among students are largely due to their different learning and study strategies. The strategies, in turn, affect the self-efficacy of the students. Two hundred university students were recruited to participate in this study by completing a revised Chinese version of the Learning and Study Strategies Inventory, on examining the extended relationship among the three components. Two major findings are observed. First, there were important differences among different study strategies used by university students with high academic achievement and those with low academic achievement. Second, the variable of self-efficacy was equally important to differentiate high academic-achieving students from low academic-achieving students at the university level.
56 citations
TL;DR: A review of Australian and international literature and higher education policy in response to the changing nature of university academic boards (also known as academic senates or faculty senates) is presented in this article.
Abstract: This article undertakes a review of Australian and international literature and higher education policy in response to the changing nature of university academic boards (also known as academic senates or faculty senates). It shows that governance has become an issue for both the state and for universities and that within this context risk management and accountability mechanisms such as academic quality assurance are taking an increasingly prominent role. These developments have altered the form and function of academic governance and have fundamentally affected the academic board. For example, some literature reports that the role of Australian academic boards now largely revolves around academic quality assurance and it is argued that this is potentially problematic because of a focus on audit-driven accountability mechanisms. However, the article concludes by suggesting that as part of a broader quality assurance framework there is also an opportunity for academic boards to have a central role in the d...
41 citations
TL;DR: In this paper, the authors report the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading, finding that most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks.
Abstract: This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students’ self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a small group of students expressing active resistance to completing reading assignments. Although textbooks were perceived as valuable, students reported a preference for learning course content from other resources, such as lectures and lecture notes. Textbooks were perceived as alternatives, rather than complements, to attending class. Differences were found across academic disciplines. Implications of these findings for educational administration and classroom practice are discussed.
36 citations
TL;DR: The authors used publicly available student evaluation of teaching data to present examples of where institutional responses to evaluation processes appeared to be educationally ineffective and where the pursuit of the ‘right’ student evaluation results appears to have been mistakenly equated with the aim of improved teaching and learning.
Abstract: Student evaluation of teaching is commonplace in many universities and may be the predominant input into the performance evaluation of staff and organisational units. This article used publicly available student evaluation of teaching data to present examples of where institutional responses to evaluation processes appeared to be educationally ineffective and where the pursuit of the ‘right’ student evaluation results appears to have been mistakenly equated with the aim of improved teaching and learning. If the vast resources devoted to student evaluation of teaching are to be effective, then the data produced by student evaluation systems must lead to real and sustainable improvements in teaching quality and student learning, rather than becoming an end in itself.
29 citations
TL;DR: The accountability versus improvement debate is an old one as mentioned in this paper and some authors defend the need of balancing both in quality assessment systems, arguing that not only they should be balanced but also that other purposes can be devised for assessing quality in higher education.
Abstract: The accountability versus improvement debate is an old one. Although being traditionally considered dichotomous purposes of higher education quality assessment, some authors defend the need of balancing both in quality assessment systems. This article goes a step further and contends that not only they should be balanced but also that other purposes can be devised for assessing quality in higher education. Five different purposes are proposed: communication, motivation, control, improvement and innovation, derived both from the higher education and the organisational performance literatures. Then the answers given to a set of questions related to these five intended purposes are analysed. The answers were collected through a questionnaire designed to investigate Portuguese academics’ perceptions on higher education quality assessment. Overall the analysis performed reveals a certain degree of support for all the purposes, albeit higher in the case of the improvement and communication purposes and lower fo...
26 citations
TL;DR: Based on Deci and Ryan's self-determination theory, this article examined the impact of an individual's motivation in pursuing higher education towards university service quality perception, with the individual's learning style posited as the moderator of the proposed relationship.
Abstract: Based on Deci and Ryan’s self-determination theory, this study examines the impact of an individual’s motivation in pursuing higher education towards university service quality perception, with the individual’s learning style posited as the moderator of the proposed relationship The consequent effects upon satisfaction and behavioural intentions are also assessed From a large-scale questionnaire survey with a sample of 1919 business undergraduate students in Malaysia, this study found that those who are more self determined to participate in higher education tend to have a more favourable university service quality perception, which then leads to a greater level of satisfaction and student loyalty The moderating effect of learning style was also found in the interaction between a student’s motivation to participate in higher education and university service quality evaluation The implication of this study underscores the complexity of the service quality construct as well as the effect of motivational
26 citations
TL;DR: A review of the language in three consecutive Swedish governmental research bills from the past 10 years shows a clear policy shift towards the promotion of excellence and strategic priority on the level of higher education institutions as mentioned in this paper.
Abstract: In many countries, current research policy is dominated by managerialism and excellence, manifesting the aim of making universities into national strategic assets in the globally competitive knowledge economy. This article discusses these policy trends and their mirror in recent developments in public funding for academic research, with special attention to Sweden. A review of the language in three consecutive Swedish governmental research bills from the past 10 years shows a clear policy shift towards the promotion of excellence and strategic priority on the level of higher education institutions. Reforms to the funding system, especially the launch of specific strategic excellence funding programmes, are introduced to put the policy in practice. While the policy shift itself might be discursive, the changes to the funding system clearly show a determination on behalf of the Swedish government to increase strategic profiling and the pursuit of excellence in research on behalf of universities.
24 citations
TL;DR: In this paper, the authors explore approaches and practices in quality assurance and accreditation for professional degrees using the example of urban, regional and spatial planning in the UK, Poland and Germany.
Abstract: Over the last two decades, considerable progress has been made in establishing and implementing robust, comparable quality assurance processes throughout much of the European higher education sector. However, concerns persist over degree portability and recognition as current systems are rooted in national contexts. In particular, specialised accreditation for professional degrees is ill-understood cross-nationally. This study explores approaches and practices in quality assurance and accreditation for professional degrees using the example of urban, regional and spatial planning. Schemes in the UK, Poland and Germany reveal considerable variation in stakeholder influence and involvement of the profession in accreditation. Closer alignment of curricula with professional standards seems to increase practice-relevance and recognition nationally but not necessarily degree portability within Europe. International or pan-European professional accreditation would therefore be desirable but remains so far elusive.
TL;DR: In this paper, the authors identify the views of a key stakeholder group, academics, with reference to their beliefs (what is currently occurring) and their attitudes (what ought to be occurring) in relation to quality in their departments.
Abstract: Finding a common definition of ‘quality’ in studies of quality and quality improvement in higher education institutions is very important. This study identifies the views of a key stakeholder group, academics, with reference to their beliefs (what is currently occurring) and their attitudes (what ought to be occurring) in relation to quality in their departments. The focus of this paper is on the collection of data from 64 business administration academics in Turkish universities. Face-to-face interviews were conducted using an instrument titled ‘Quality in Accounting Education Survey’. The questionnaire was developed by Watty and is based on the conceptions of quality framework, developed by Harvey and Green. The results are compared with the beliefs and attitudes of Australian accounting academics as reported in an earlier paper by Watty. The findings show that academics from Turkey adopt the perspective of quality as excellent or elitist, both in their beliefs (current situation perception) and in thei...
TL;DR: In this article, the authors consider the failure of theory to provide a workable model for academic standards in use, and argue that there are four dimensions for which the academy has failed to provide an adequate theoretical account of standards: documented or tacit knowledge of standards; norm or criterion referenced grading; analytical or holistic judgement processes; and broad or local consensus on standards.
Abstract: This article considers the failure of theory to provide a workable model for academic standards in use. Examining the contrast between theoretical perspectives, it argues that there are four dimensions for which the academy has failed to provide an adequate theoretical account of standards: documented or tacit knowledge of standards; norm or criterion referenced grading; analytical or holistic judgement processes; and broad or local consensus on standards. It concludes that whilst a techno-rational perspective poorly represents the actual practice of standards in use, alternative, interpretivist accounts do not satisfy demands for reliability, transparency and fairness. It concludes by outlining an alternative framework for safeguarding standards: systematising a range of processes for learning about and safeguarding standards, particularly for new staff; reviewing the role and potential of documented standards; building staff awareness and assessment literacy; and establishing trust in standards by stude...
TL;DR: In this paper, an established social-programme evaluation methodology can be used to determine its effectiveness in leading to improvements in institutional performance, and an example of the systematic evaluation of three self-study programs is provided to illustrate the concept.
Abstract: Higher education institutions worldwide invest significant resources in their quality assurance systems. Little empirical evidence exists that demonstrates the effectiveness (or otherwise) of these systems. Methodological approaches for determining effectiveness are also underdeveloped. Self-study-with-peer-review is a widely used model for ensuring the quality of the core teaching, research and engagement activities of higher education institutions. This article illustrates how an established social-programme evaluation methodology can be used to determine its effectiveness in leading to improvements in institutional performance. The concept of effectiveness and the particular challenges posed by the higher education organisational culture are considered. An example of the systematic evaluation of three self-study programmes is provided to illustrate the concept. It is concluded that social-programme evaluation has significant potential in evaluating the effectiveness of quality assurance initiatives in ...
TL;DR: In this paper, the authors argue that student engagement provides useful indicators of quality in higher education and that research into student engagement is best conducted at a sub-institutional level, using evidence obtained from a funded Teaching and Learning Research Initiative project in New Zealand.
Abstract: This article asks whether institutional research could help improve the quality of student engagement by researching at sub-institutional levels such as in courses bridging students from school into higher education. In answer it argues two interacting propositions: one, that student engagement provides useful indicators of quality in higher education; and, two, that research into student engagement is best conducted at a sub-institutional level. The authors use evidence obtained from a funded Teaching and Learning Research Initiative project in New Zealand to support these propositions. The project gauged the perceptions of first-time students in four different bridging (access) courses in one higher education institution. Results showed significant differences in the way they perceived the efforts of teachers and the institution to support their engagement. Not only did course results differ from institutional scores, courses also differed significantly from each other. These results suggest that the qu...
TL;DR: In this paper, the authors argue that university senior management can make change happen but it is rarely straightforward and never easy, and provide examples from the point of view of a senior manager working in a large United Kingdom metropolitan university that was experiencing a number of challenges requiring immediate action.
Abstract: Implementing change in higher education is complex and challenging and its results are difficult to measure. This article will argue that university senior management can make change happen but it is rarely straightforward and never easy. It reviews the ways in which leaders aiming to enhance practice can implement enhancement activities, providing examples from the point of view of a senior manager working in a large United Kingdom metropolitan university that was experiencing a number of challenges requiring immediate action.
TL;DR: Li et al. as discussed by the authors conducted a content analysis study of self-evaluation reports written by a wide range of higher education institutions in China and concluded that the selfevaluation report has a greater tendency to demonstrate their organisational quality to the external wo...
Abstract: Based on a study of Chinese university self-evaluation reports, this paper argues that higher education institutions are trying to manage the tensions between educational and organisational quality and the increasing and worldwide concerns about quality assurance. After 30 years of dramatic educational reform, China has established a nationwide evaluation system for assessing its higher education institutions. This comprehensive system includes a series of procedures for both internal self-evaluation and external peer reviewing, among which self-evaluation reports prepared by each institution remain an important basis for external review. In an attempt to examine the institutional understanding of quality in higher education, the authors conducted a content analysis study of 53 self-evaluation reports written by a wide range of higher education institutions in China. This study concludes that the self-evaluation reports have a greater tendency to demonstrate their organisational quality to the external wo...
TL;DR: In this paper, 93 Greek university departments were evaluated according to their academics' h-index and found that departments of the same academic discipline but located in different universities are characterised by strong differences on the scientific outcome.
Abstract: In this article, 93 Greek university departments were evaluated according to their academics’ h-index. A representative sample from the fields of social sciences and humanities, sciences, engineering, pharmacy and economics was adopted. In the reported study, 3354 (approximately 1 out of 3) academics serving in Greek universities were evaluated. The number of papers, citations and h-index have been collected for each academic, department, school and university using the Google Scholar scientific database and the citations analysis software program Publish or Perish. Analysis revealed that departments of the same academic discipline but located in different universities are characterised by strong differences on the scientific outcome. In addition, in the majority of the evaluated departments, a significant difference in h-index was observed between academics who report scientific activity on the departments’ website and those who do not. The viability of the adopted method for measuring and ranking the sc...
TL;DR: In this paper, the authors tried to understand how these social representations reproduce elements of two common discourses thought to exist on higher education, universities and the assessment of their quality: one more traditional, the other more driven by managerialism and market assumptions.
Abstract: Although students are considered major actors in the quality assessment of universities, the way they perceive this process and the meanings they ascribe to it are still neglected as a research subject. This article aims to reduce this gap by focusing on the social representations of students on quality assessment. Specifically, it tries to understand how these social representations reproduce elements of two common discourses thought to exist on higher education, universities and the assessment of their quality: one more traditional, the other more driven by managerialism and market assumptions. Based on the findings of a study taking the Portuguese case as a reference, it is possible to conclude that students’ social representations seem to be shaped by and replicate many of the features characterising the latter discourse. Because these social representations certainly influence the relation of students with quality assessment, it would be appropriate to take them into account when (re)defining quality...
TL;DR: In this article, the authors highlight the importance of employer engagement in higher education quality, since employers have a stake in developing the potential employability of graduates, which represents a fundamental institutional achievement to ameliorate quality of higher education.
Abstract: This paper explores how employer engagement can enhance potential employability of graduates, which represents a fundamental institutional achievement to ameliorate quality of higher education. While the role of student and staff engagement in quality improvement has received in-depth research attention, the need for listening to expectations of potential employers and professionals is still under-explored. Thus, the purpose of this paper is to highlight the importance of employer engagement in higher education quality, since employers have a stake in developing the potential employability of graduates. The paper analyses a case study of professional engagement in the development of a standard to evaluate the potential of communication degree courses to enhance the employability of graduates in Italy. It offers insights for the implementation of employer engagement programmes in higher education institutions and highlights the importance of the relationship between employability and quality improvement.
TL;DR: In this article, the quality of student support can be assessed through academic and non-academic student support dimensions, including career designing services, academic student information and counselling services, first year students orientation courses, support for international students, foreign language centre services, library services, and distance study centre services.
Abstract: The research presented in this article aims to validate quality assessment parameters for student support at higher education institutions. Student support is discussed as the system of services provided by a higher education institution which helps to develop student-centred curriculum and fulfils students’ emotional, academic, social needs, and acts as a precondition for successful academic performance. The article emphasises that the quality of student support can be assessed through academic and non-academic student support dimensions. The following criteria are used to describe the academic dimension: career designing services, academic student information and counselling services, first year students’ orientation courses, support for international students, foreign language centre services, library services, and distance study centre services. The non-academic dimension involves psychological counselling services, accommodation services, financial support and legal counselling, services that promote a sense of community, health services, and support for students with disability.
TL;DR: In this article, the authors present findings of research on the match of generic competences of higher education graduates to labour market needs, and find that graduates lack field mastery, time management and ability to work under stress.
Abstract: Higher education provides graduates with both monetary and non-monetary benefits. Globalization and technological developments foster utilitarian approach, therefore the transmission of competences that are relevant in labour market is an important target for higher education institutions. The paper presents findings of research on the match of generic competences of higher education graduates to labour market needs. Research population consisted of graduates of EU member states and Turkey; the issue was analysed through nine sections. Mainly, graduates lack field mastery, time management and ability to work under stress; they have over-developed competences of international orientation.
TL;DR: In this paper, an illustration of how evaluative procedures employed in higher education have been used for the evaluation of employment and training programs designed for the implementation of social policies in gender equity is presented.
Abstract: Universities in Europe have been playing an increasingly important role in the institutional evaluation of political and social systems for the last thirty years. Their major contribution to those processes of accountability has been to add methods and safeguards of evaluative research. In this paper we report an illustration of how evaluative procedures employed in higher education have been used for the evaluation of employment and training programs designed for the implementation of social policies in gender equity. Both quantitative and qualitative research methods were used to evaluate the quality of the services provided both from staff and user perspectives. In this paper we report the process followed and the outcomes obtained with quantitative tools. Outcomes reveal that users’ age and grades are key factors both to get a job and to be pleased with the employment program.
TL;DR: In this paper, the authors investigate how stakeholders are represented in higher education institutions' decision-making bodies that influence the quality of education, and are their viewpoints taken into account, and find that formal barriers are largely absent, that stakeholder influence has grown somewhat over recent years, but that actual influence of stakeholders can be further optimised.
Abstract: How are stakeholders represented in higher education institutions’ decision-making bodies
that influence the quality of education, and are their viewpoints taken into account? This
paper addresses this question taking into account the empirical evidence from eight countries
in Europe. Findings indicate that formal barriers are largely absent, that stakeholder
influence has grown somewhat over recent years, but that actual influence of stakeholders
can be further optimised in higher education institutions.
TL;DR: The authors conducted a thematic analysis of 14 second-round Australian Universities Quality Agency reports in order to explore matters arising from the academic engagement of international students against the backdrop of internationalisation.
Abstract: It is now commonplace to find quality audit processes being applied in universities internationally as a means of assessing the quality of teaching and learning. This article draws upon a thematic analysis of 14 second-round Australian Universities Quality Agency reports in order to explore matters arising from the academic engagement of international students against the backdrop of ‘internationalisation’. Given rising international enrolments in universities globally, the discussion in this article is likely to be relevant to other national contexts. The study reveals that university reports and Australian Universities Quality Agency feedback tend to focus discussion of international student engagement and internationalisation around three areas: institutional approaches to defining and responding to internationalisation; the internationalisation of the curriculum; and, in relation to progress, attrition, performance and academic support.
TL;DR: In this paper, the authors present a pilot study on the use of e-portfolio documentation of pedagogical skills in the context of teaching pedagogy, and propose a framework for evaluating pedagographic skills.
Abstract: Academics reflections on the use of eportfolio documentation of pedagogical skills: a pilot study
TL;DR: In this article, a review of higher education internationalisation at an institutional level is presented, where the relevance of theoretical background of internationalised study quality assessment is highlighted and definitions of internationalized studies quality are presented.
Abstract: The article reviews forms of higher education internationalisation at an institutional level. The relevance of theoretical background of internationalised study quality assessment is highlighted and definitions of internationalised studies quality are presented. Existing methods of assessment of higher education internationalisation are criticised for not involving the totality of elements of different internationalised studies at an institutional level. Taking into consideration parameters of higher education internationalisation and theory and practice of quality management in higher education, a recommendation is given to assess the quality of internationalised studies following the methodology that enables proper quality assessment of internationalisation at higher education institutions and its development.
TL;DR: The authors presented a tentative definition of a FL teacher language competence and analysed issues likely to arise in its assessment, with emphasis laid on both in-and out-of-classroom communication.
Abstract: The article is centred around the concept of language competence of a foreign language (FL) teacher and the ways it can be evaluated. Though the definition of teacher language competence might sound obvious it has not yet been clearly structured and, therefore, no component has been thoroughly described. I use this fact as a starting point and analyse various sources, from academic articles to examination reports to present my view of language teacher language competence with emphasis laid on both in- and out-ofclassroom communication. I come out with a list of topics a FL teacher might deal with together with communicative skills and language awareness they require to function successfully and which, therefore, should be subject to evaluation. To conclude, I present a tentative definition of a FL teacher language competence and analyse issues likely to arise in its assessment. These could develop into more detailed standards for teachers’ initial training as well as clearer definition of teacher competence evaluation frameworks at teacher training colleges and universities.
TL;DR: In this article, the authors suggest to stop using the English term "competency" and the Lithuanian "kompetencija" as they do not have a clear place in the system of concepts, are synonymously used together with other terms to name already existing concepts or sometimes even do not signify any concept at all.
Abstract: Various texts related to education policy and education research have recently started using two conjugate concepts “competency” and “competence”. These terms are sometimes treated as synonyms of a single concept; however, in other cases they are separated and used as two terms of different educational concepts. English also has some confusion over the terms “competency” and “competence”. They are presented and discussed differently in different resources, i.e. in some cases their meanings correspond but in other cases they differ. All this unnecessary confusion indicates the necessity of concept harmonisation. The analysis of the features of the Lithuanian concepts and their comparison with the English equivalents has shown no objective reasons to use both concepts. These reasons are revealed when discussing the whole microsystem of the concept “competence”. The microsystem involves such concepts and terms as “competence”, “skill”, “aptitude”, “ability”, “knowledge”, “understanding”, and “automatic skill”. The authors of the article suggest to stop using the English term “competency” and the Lithuanian “kompetencija” as they do not have a clear place in the system of concepts, are synonymously used together with other terms to name already existing concepts or sometimes even do not signify any concept at all. This would prevent from both subject field and translation related confusion.
TL;DR: In this paper, the authors reveal the discourse of student roles in the nowadays university and highlight main aspects of student role transformation, and analyze the role of student as a member of the academic community, emphasizing relations between student approach to learning and his involvement in the community.
Abstract: In the last few decades universities became service providers. In this case an open question is raised: what is the student role then? This article aims to enlighten the discourse of the student role. At first glance, a student is supposed to be just a passive service consumer – a client. Yet recent service management literature proposes that clients (students) have a very important role in creating the value of university service products. So the educational literature discourse reveals that a student may be a client or a member of the academic community. This article aims to reveal the discourse of student roles in the nowadays university and to highlight main aspects of student role transformation. To achieve this aim, scientific literature analysis has been performed. The first part of the article focuses on the student-client conception, revealing the dual nature of this role. Meanwhile the second part of this article analyses the role of student as a member of the academic community, emphasising relations between student approach to learning and his (her) involvement in the community. In the third part of this paper, main aspects of student role transformation are revealed.