Quality in Higher Education最新文献

{"title":"Towards blended external quality assurance agencies: a European experience","authors":"Arnau Bàguena, Esther Huertas, M. Casadesús","doi":"10.1080/13538322.2022.2123271","DOIUrl":"https://doi.org/10.1080/13538322.2022.2123271","url":null,"abstract":"Abstract During this pandemic period, many external quality assurance agencies organised their external assessment visits to higher education institutions virtually. This has been an experience that must be valued, determining whether in future it makes sense to continue organising visits virtually or adopting other similar formats. To this end, this article presents the results of a survey carried out among participants in 100 external assessment panels. Four different items have been analysed: satisfaction with different aspects of the virtual site visits, overall satisfaction, the visit of the facilities and the future of virtual visits. The results show that satisfaction with the process is very broad. Moreover, the physical visit to the facilities is still valued very positively. Few statistically significant differences have been found between programme and institutional accreditation processes, which suggests that whatever the future proposal is, it would follow a similar strategy in both cases.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":"130 1","pages":"208 - 226"},"PeriodicalIF":1.4,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76739576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unravelling the expectation-performance gaps in teacher behaviour: a student engagement perspective","authors":"Weng Marc Lim, Ida Fatimawati bt Adi Badiozaman, H. Leong","doi":"10.1080/13538322.2022.2090746","DOIUrl":"https://doi.org/10.1080/13538322.2022.2090746","url":null,"abstract":"Abstract Evaluation of teacher behaviour from the perspective of students is beneficial to higher education institutions striving to improve student engagement. This article aims to identify and close the gaps in teacher behaviour to improve student engagement in higher education. Through a survey of 838 students in four higher education institutions in Sarawak, Malaysia, this study found that teacher behaviour had a positive and significant impact on student engagement. By empirically scrutinising students’ expectations and performance evaluations of teacher behaviour, the findings revealed that significant expectation-performance gaps in teacher behaviour exist as students, across public and private universities, had expectations of teacher behaviour that were significantly higher than the actual performance of their teachers. This study demonstrated the importance of enhancing the quality of interactions and promoting interactive dialogic relationships with students in higher education to garner greater student engagement.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":"109 1","pages":"302 - 322"},"PeriodicalIF":1.4,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78605405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Culturally responsive postsecondary performance measurement: amplifying student perceptions of success","authors":"A. Hoare, Pamela Goad","doi":"10.1080/13538322.2022.2083313","DOIUrl":"https://doi.org/10.1080/13538322.2022.2083313","url":null,"abstract":"Abstract Student success has multiple meanings; however, the quantitative bias prevalent in the northwest American and Western Canadian postsecondary education sector restricts how student success is defined and measured. Standardised measures of student success assume that the student experience is homogeneous and risk the implementation of policies and programmes based on insufficient information. Findings from several small student focus groups suggest that unless new evaluation approaches are adopted, it is unlikely postsecondary institutions will generate the knowledge and wisdom needed to serve the goals of a diverse array of students. This article presents findings from three small student focus groups (n = 14), in an attempt to understand how students themselves define student success and how it should be measured. The results contributed to the development of five principles for culturally responsive postsecondary performance measurement that include participatory, emergent and appreciative processes and qualitative evaluation methodologies.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":"25 1","pages":"390 - 406"},"PeriodicalIF":1.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89781504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quality work in higher education: a multi-stakeholder study","authors":"C. Bloch, Simon Fuglsang, Johanne Grøndahl Glavind, Anna-Kathrine Bendtsen","doi":"10.1080/13538322.2022.2123267","DOIUrl":"https://doi.org/10.1080/13538322.2022.2123267","url":null,"abstract":"Abstract Quality in higher education has been at the top of the political agenda for years, motivating discussion of how to define quality and how standards and assessment can promote quality. However, the literature tends to overlook the processes and practices constituting ‘every-day’ quality. To improve quality, it is important to know how quality is perceived and enacted by the key stakeholders, namely the students, teachers, administrative staff and managers. Informed by the findings of a survey, this article aims to identify and compare the local practices of quality work at higher education institutions in Denmark. The analysis reveals that students, teachers and managers across sectors to a large extent share views on quality work highlighting practices that help develop students’ academic skills, the ability to apply these to practice and the continuous development of teaching practices. Some differences are however also apparent, for example, concerning employability orientation in higher education.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":"14 1","pages":"340 - 357"},"PeriodicalIF":1.4,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87292877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Questions that matter: using Q methodology to identify student priorities in module level experience","authors":"E. Zaitseva, Anna S. Law","doi":"10.1080/13538322.2022.2100101","DOIUrl":"https://doi.org/10.1080/13538322.2022.2100101","url":null,"abstract":"Abstract Student engagement with evaluation surveys has been declining, reducing the reliability and usability of the data for quality assurance and enhancement. One of the reasons for that, as reported by students, is the perceived low relevance of survey questions to their daily experiences and concerns. Uniform questions, provided by standardised survey instruments, rarely capture the needs of a diverse student population with wide-ranging educational experiences. This article draws on findings from a project that explored student priorities in the module level experience by involving them in the development of survey questions. Q methodology was utilised to identify groups of students with similar views and to explore key factors and patterns of thoughts about module experience. The project findings are indicative of three distinctive groups that reflect different stages of the student university journey, their level of maturity and cognitive engagement. The article reflects on the implications of the findings for quality assurance processes, teaching and student support.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":"47 1","pages":"261 - 278"},"PeriodicalIF":1.4,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78977009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of financial aid on student departure and graduation: propensity score matching","authors":"Patricia Hernández-Medina, Gabriel Ramírez-Torres","doi":"10.1080/13538322.2022.2054077","DOIUrl":"https://doi.org/10.1080/13538322.2022.2054077","url":null,"abstract":"Abstract The purpose of the study was to evaluate the impact of the financial aid programme aimed at discounting tuition fees at one of Venezuela’s first private universities on early and late student departure, both from the degree programme and the institution, as well as on graduation. The propensity score matching was used by calculating the average treatment effect estimator under parametric and non-parametric methodologies such as nearest neighbours, Kernel, or local linear regression. The results indicate that although there is evidence of the programme exerting a positive impact on early student departure to a greater extent (reductions between 8% and 15%), the impact tends to be considerably less when it comes to reducing late student departure (between 1% and 5%), and it had no impact on graduation.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":"10 1","pages":"227 - 241"},"PeriodicalIF":1.4,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79235726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How quality as transformation is manifested and enabled in a student vision of an ideal university: implications for quality management in higher education","authors":"Małgorzata Dzimińska","doi":"10.1080/13538322.2022.2060786","DOIUrl":"https://doi.org/10.1080/13538322.2022.2060786","url":null,"abstract":"Abstract The qualitative research study conducted in the Polish higher education context confirms that students’ vision of an ideal university strongly embraces the concept of quality as transformation. The enhancement and empowerment are manifested by multiple facets of transformation that the students look for at an ideal university, including intellectual, critical, personal, emotional and physical development. Quality culture and transformative pedagogies form important enablers for operationalising quality as transformation. In support of the transformative power of the ideal-type university, implications for quality management in higher education are proposed.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":"151 1","pages":"323 - 339"},"PeriodicalIF":1.4,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86109481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning-outcomes-based assessments at universities of applied sciences in the Netherlands: perceptions of business lecturers","authors":"A. Rauf, Kriszta Rostás, John S. Canning","doi":"10.1080/13538322.2022.2051300","DOIUrl":"https://doi.org/10.1080/13538322.2022.2051300","url":null,"abstract":"Abstract About ten years ago, concerns were expressed about quality and standards in some universities of applied sciences (UAS) in the Netherlands. In response, a HBO report outlined a series of measures to improve the quality of assessment practices in UAS. This study provides recent analysis of lecturer perceptions of assessments of UAS with a view to exploring how these recommendations have become embedded in the assessment cultures of UAS. The qualitative study with 19 participants teaching at ten different UAS, reveals strong evidence of a staff knowledge gap around outcomes-based assessment.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":"11 1","pages":"192 - 207"},"PeriodicalIF":1.4,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86665377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: Lee Harvey Future for printed journals","authors":"L. Harvey","doi":"10.1080/13538322.2022.2051233","DOIUrl":"https://doi.org/10.1080/13538322.2022.2051233","url":null,"abstract":"The evolution of technology and the increasing reliance on the Internet has, inevitably, led to suggestions that the current process for publishing academic articles, viz. in printed journals has a limited future. As of 27 February 2022, Quality in Higher Education had this year’s entire issue of articles already published online. The situation is getting progressively worse with more and more papers issued online well before they ever appear in print; the paper version is thus dated before it is published. Of course, it is not just Quality in Higher Education that is in this position. As of 27 January 2022, Studies in Higher Education had 117 articles published online, some going back to July 2019, that’s two and a half years and still not in a published paper issue. Studies has six issues a year, a total of around 95 articles, so the backlog is growing all the time. The current issue of Studies (47(1)) features articles all published online in February and March 2020! The process seems unsustainable in its current guise and, in the case of Studies, has contributed to the reluctant resignation of the Editor, Leo Goedegebuure (2022):","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":"77 1","pages":"261 - 264"},"PeriodicalIF":1.4,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74355783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Back to basics for student satisfaction: improving learning rather than constructing fatuous rankings","authors":"L. Harvey","doi":"10.1080/13538322.2022.2050477","DOIUrl":"https://doi.org/10.1080/13538322.2022.2050477","url":null,"abstract":"There is growing concern expressed in this journal and elsewhere about the misdirection of student feedback processes. ‘Feedback’ in this sense refers to the expressed opinions of students about the service they receive as students. This may include perceptions about the learning and teaching, course organisation, learning support and environment. The problem is that feedback seems increasingly to have become a ritualistic process that results in very little if any action and, is thereby, decried as of little value. Student indifference because of the formulaic nature of the feedback and the failure to see any changes enacted only serves to reinforce the pointlessness of the process. The problem, though, is not the indifference or contempt with the process. That is the symptom. The problem is the lack of desire to use student views to make changes compounded by the obsession with standardisation of questions in fatuous national surveys. Standardising student feedback is the enemy of improvement. It misses the whole point. It facilitates ludicrous and entirely pointless rankings. Student feedback is a serious matter that provides the basis for a fundamental exploration of what works and what doesn’t work for students. It is not about creating league tables or rating teachers. Student feedback is fundamentally about making changes to the student experience at a level that improves the experience for students: teaching and learning at a programme level, general facilities at a university level. It is time to return to using student feedback as an improvement tool. Complacent and relatively meaningless one-size-fits-all surveys used to rank entire institutions are misleading, especially to prospective students, for whose benefit the obsession with league tables is supposedly aimed. Zineldin et al. (2011), for example, showed that in their study that the ten critical components of student satisfaction, in order of importance, were as follows: (1) cleanliness of classrooms (2) cleanliness of toilets (3) the skill of the professors attending the class (4) politeness of professors (5) physical appearance of professors and assistants (6) responsiveness of the professors to students’ needs and questions (7) cleanliness of the food court (8) physical appearance of classrooms (9) politeness of assistants (10) the sense of physical security the students felt on the university campus. Not many of these criteria are likely to have prominence in national surveys that have not engaged with student views before the questionnaire is constructed. While this list may be ‘idiosyncratic’ of the specific study, it is indicative of the variability of student perspectives and their considerable variance from the bland and generic statements that are found in national surveys.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":"1 1","pages":"265 - 270"},"PeriodicalIF":1.4,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76130268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}