Perceived quality factors in higher education

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Quality in Higher Education Pub Date : 2021-05-03 DOI:10.1080/13538322.2021.1909210

J. Easley, Lesley J. Strawderman, K. Babski-Reeves, S. Bullington, Brian K. Smith

引用次数: 4

Abstract

ABSTRACT What does it mean to be ‘excellent’, particularly for the higher education institution? Without a definitive answer to that question, university rankings have become a proxy for quality and excellence. As such, higher education institutions are continually seeking ways to improve their rankings, with the implication being that these rankings measure which universities are most excellent. Upper administrators from public four-year higher education institutions in the United States were surveyed regarding their perceptions of factors they considered most important when assessing quality in the higher education institution. Respondents rated graduation and retention as the most important indicator of quality. Survey results were further compared to methodologies of the US News and World Report rankings, Times Higher Education World University Rankings and Quacquarelli Symonds World University Rankings and found that the perceived quality factors identified by survey respondents did not align with methodologies for any of these three rankings.

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高等教育的感知质量因素

什么是“优秀”，尤其是对高等教育机构来说?这个问题没有明确的答案，大学排名就成了质量和卓越的代表。因此，高等教育机构一直在寻求提高排名的方法，这意味着这些排名衡量的是哪些大学最优秀。对美国公立四年制高等教育机构的高层管理人员进行了调查，了解他们在评估高等教育机构质量时认为最重要的因素。受访者认为毕业和留校是最重要的质量指标。调查结果进一步与《美国新闻与世界报道》排名、《泰晤士报高等教育世界大学排名》和Quacquarelli Symonds世界大学排名的方法进行了比较，发现调查对象确定的感知质量因素与这三个排名的方法都不一致。

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

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.