Critical analysis of a higher education benchmark via fuzzy logic

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1640630

P. Martinez-Vazquez

引用次数: 3

Abstract

ABSTRACT A graduate profile benchmark developed by a higher education organisation is subject to scrutiny. This occurs through the numerical parameterisation of text collected through surveys and the use of basic concepts drawn from Information Technology. The process uses data processing, analysis and evaluation to show the degree to which established an academic practice at the host institution correlates to pre-conceived professional outputs. The paper discusses standard practices including traditional and innovative teaching methods, in the light of achieved results. To conclude that postgraduate students require further engagement with the industry and exposure to the public whilst showing that the scientific and technical components of the subject courses are highly rated by stakeholders. Mitigation measures for the identified gaps include further curriculum development and inter-disciplinary work, reinforced with industrial liaison plus engagement with learned organisations and the public, via educational enhancement activities.

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基于模糊逻辑的高等教育基准的批判性分析

高等教育机构制定的毕业生档案基准受到审查。这是通过通过调查收集的文本的数值参数化和使用从信息技术中得出的基本概念来实现的。该过程使用数据处理、分析和评估来显示在东道国机构建立的学术实践与预先设想的专业产出之间的关联程度。本文结合已取得的成绩，讨论了传统教学方法和创新教学方法的标准做法。综上所述，研究生需要进一步参与行业并接触公众，同时显示学科课程的科学和技术成分得到利益相关者的高度评价。针对已查明的差距的缓解措施包括进一步制定课程和开展跨学科工作，并通过加强教育活动加强与行业的联系以及与学术组织和公众的接触。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.