QUALITY ASSURANCE IN EDUCATION最新文献

{"title":"Analysis of the effects of perceived quality differences between adequacy for emergency remote education and return to traditional in-person education","authors":"Rafael da Silva Fernandes, Rosana Maria do Nascimento Luz, Jaqueline Matias da Silva, Dalton Francisco de Andrade","doi":"10.1108/qae-01-2023-0005","DOIUrl":"https://doi.org/10.1108/qae-01-2023-0005","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to evaluate the suitability of emergency remote education (ERE) during the COVID-19 pandemic and subsequently during the return to in-person education (IPE), investigating aspects of perceived quality differences in these transitions that may have impacted the students’ learning process.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study applied a 41-item instrument to undergraduate students in higher education institutions (HEIs) in Brazil. For the suitability group, 493 responses were collected, and for the return to IPE group, 187 responses were collected. Three calibration approaches were performed using item response theory, with the first two adjusting data independently, and the third one involving a multigroup estimation.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>During ERE, students perceived an increase in course offerings, better organization of classes and more study materials. However, the larger volume of content posed challenges in class monitoring, content comprehension and concentration. Upon returning to IPE, students noticed more organized assessments and activities. They found favorable test environments and collaborative tasks with peers, but they experienced difficulties in accessing professors and with class/content organization.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>By identifying the most suitable items for both teaching formats, HEIs can enhance teaching practices that are more satisfactory from the students’ perspective.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study provides an item ranking procedure inspired by differential item functioning and differential test functioning statistics. In an atypical situation, the item ranking procedure demonstrated its ability to generate useful information for identifying and quantifying the longitudinal effects of perceived quality on students.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138685719","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":"Online learning effectiveness in private higher education institutions: the mediating roles of emotions and students’ learning behaviour","authors":"Ai Na Seow, Siew Yong Lam, Yuen Onn Choong, Chee Keong Choong","doi":"10.1108/qae-07-2022-0128","DOIUrl":"https://doi.org/10.1108/qae-07-2022-0128","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A research model was formulated and analysed with the structural equation modelling technique. The respondents consist of 843 students pursuing their studies at a private university’s foundation, undergraduate and postgraduate levels. A two-step systematic approach was used using the SmartPLS version 3 software to conduct statistical analysis and draw meaningful insights.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study’s findings have demonstrated that students’ attitudes and self-efficacy exhibit a positive relationship with online learning behaviour (OLB). It is observed that the students’ emotions are related to online learning effectiveness (OLE) and mediate the relationship between OLB and OLE. Furthermore, OLB partially mediates the relationship between attitude and OLE and between self-efficacy and OLE.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The operational instructions and digital resources have proven to be highly effective in providing valuable learning experiences to the students. As a result, the students are now expanding and applying their new encounters to a broader range of learning opportunities. This study has provided valuable insights for stakeholders, including scholars, higher education institutions and the Ministry of Higher Education, in providing the ideas of online learning or Web-based education.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The originality of this study sheds light on the role of OLB as a mediator. It was underlined that emotion is critical in improving students’ OLE. Thus, students’ attitudes and self-efficacy have been essential in reassuring OLB and enhancing OLE.</p><!--/ Abstract__block -->","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138580152","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":"Implementing pluralistic models of scholarly impact in business schools with performance management principles to meet stakeholder expectations","authors":"Mark Somers","doi":"10.1108/qae-05-2023-0095","DOIUrl":"https://doi.org/10.1108/qae-05-2023-0095","url":null,"abstract":"Purpose This study aims to develop a framework for applying performance management principles to implementing a pluralistic model of scholarly impact in business schools to increase the value and relevance scholarly research to multiple stakeholder groups. Design/methodology/approach Performance management principles were studied with case study data of scholarly impact that included bibliographic measures and altmetrics. An analytical model was built for a focal business school that provided benchmarks for managing scholarly impact by using data from three peer schools. Findings Bibliographic, scholarly output measures and altmetrics were consistent across the focal school and peer schools, thereby providing a solid foundation for establishing performance benchmarks for annual performance reviews, promotion and tenure decisions and organizational impact goals. Practical implications This paper provides guidance for designing, building and implementing performance management systems to foster scholarly impact. Originality/value This paper integrates pluralistic impact models and performance management systems to build faculty expertise and align it with multiple impact domains.","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135922880","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":"Iranian EFL teachers’ knowledge and skills in a language teaching methodology course: a gap-analysis study","authors":"Mohammad Javadi, Mehdi Sarkhosh","doi":"10.1108/qae-08-2022-0143","DOIUrl":"https://doi.org/10.1108/qae-08-2022-0143","url":null,"abstract":"Purpose This study aims to investigate the perceptions of Iranian English teachers about their teaching efficiency through a specific practicum course, namely, language teaching methodology. Drawing on a marketing education perspective, the researchers sought to measure the service quality offered in universities by examining teachers’ satisfaction with the curriculum. Design/methodology/approach Using quantitative gap analysis, the study evaluated the knowledge and skills of teachers in their preservice education regarding the perceived importance of knowledge and skills required in practice. The study involved 120 English as a foreign language teachers holding a BA degree from two universities in Iran, each with two to four years of teaching experience in the private sector. Data were collected using a 40-item semantic differential Likert scale developed by the researchers. The scale incorporated two components that assessed teachers’ perceived importance of knowledge and skills and their preservice educational preparation. Findings The findings revealed that most participants were overprepared in various items. However, there were some gaps in content knowledge and skills. Reasons for these gaps mainly included having adequate experience of and/or familiarity with course content, having completed relevant courses beforehand and imitating role model teachers. Teachers’ underpreparation was attributed to their lack of preparation in some specific subjects due to limited skill, practice, motivation, experience and familiarity with that content area. Originality/value This study explores the perceived knowledge and skills of Iranian English teachers and provides empirical insights into higher education service quality and customer satisfaction.","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135549182","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 assurance strategies of higher education in digital era: an Anthropology of education study in Islamic higher education institution","authors":"Hasyim Haddade, Askar Nur, Muhammad Nur Akbar Rasyid, Abd Raviq R.","doi":"10.1108/qae-05-2023-0084","DOIUrl":"https://doi.org/10.1108/qae-05-2023-0084","url":null,"abstract":"Purpose The purpose of this study is to demonstrate the strategy and innovation of the Faculty of Adab and Humanities in developing the quality of education in digital era by using anthropology of education approach. Design/methodology/approach In accordance with the research purpose to demonstrate the strategy and innovation of the Faculty of Adab and Humanities in developing the quality of education in the digital era using an educational anthropology approach, the method used is descriptive qualitative, which refers to data in the form of interviews obtained from the field. Findings The results of this research indicate that there are strategies and innovations to develop the quality of higher education at the Faculty of Adab and Humanities in the digital era. These include adjusting the curriculum with the context of the era, implementing the learning process based on research and reinforcing on aspects of digital literacy among students through the innovation of the library based on digital. Originality/value This study can be considered in the process of evaluating policies related to quality reinforcing strategies and innovations at the Faculty of Adab and Humanities in facing the challenges of the times. The study is only limited to tracing and analyzing strategies and innovations to reinforce education in the Faculty of Adab and Humanities and their impact on human resource development. For further research, it can be done in more detail and depth and on a larger scale.","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739513","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 education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy","authors":"Mrunal Chavda, Harsh Patel, Hetav Bhatt","doi":"10.1108/qae-03-2023-0045","DOIUrl":"https://doi.org/10.1108/qae-03-2023-0045","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS).\u0000\u0000\u0000Design/methodology/approach\u0000Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency.\u0000\u0000\u0000Findings\u0000The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills.\u0000\u0000\u0000Practical implications\u0000This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes.\u0000\u0000\u0000Originality/value\u0000The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48454905","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":"Hybrid learning, blended learning or face-to-face learning: which one is more effective in remediating misconception?","authors":"N. Hermita, Erlisnawati Erlisnawati, J. A. Alim, Z. H. Putra, I. Mahartika, U. Sulistiyo","doi":"10.1108/qae-02-2023-0019","DOIUrl":"https://doi.org/10.1108/qae-02-2023-0019","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the effectiveness of hybrid learning, blended learning and face-to-face learning in remediating misconceptions among primary school teacher education students.\u0000\u0000\u0000Design/methodology/approach\u0000This research uses a quasi-experimental design, using a quantitative approach. Data were collected from 99 students using a pretest and posttest four-tier test.\u0000\u0000\u0000Findings\u0000Hybrid learning proved to be the most effective, achieving a remarkable 90.32% success rate in remediating students’ misconceptions, surpassing blended learning and face-to-face learning methods.\u0000\u0000\u0000Research limitations/implications\u0000The data come from a single Indonesian university and focuses only on a science concept; therefore, the scope of findings may be limited.\u0000\u0000\u0000Practical implications\u0000The research suggests that applying the conceptual change (CC) model in all learning types, particularly hybrid learning, effectively remediates misconceptions. Educators can use this insight to design impactful teaching strategies that combine online and traditional components, accommodating diverse learning styles and needs.\u0000\u0000\u0000Social implications\u0000This research suggests that applying CC model in all learning types is actually able to remediate misconceptions, though hybrid learning is found to be the most effective one.\u0000\u0000\u0000Originality/value\u0000This study addresses a research gap by investigating the effectiveness of different learning modes in rectifying misconceptions. Although prior studies have explored learning modes, few have directly compared hybrid, blended and face-to-face learning in correcting misconceptions. The findings offer insights for effective teaching strategies to address STEM-related misconceptions, benefiting educators in optimizing their approaches. Furthermore, the study’s implications extend to the broader academic community, contributing to evidence-based teaching practices in science education and the development of effective strategies for addressing misconceptions in STEM courses.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45443745","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":"Bypassing opportunities for quality improvement: insights from Vietnamese administrators’ approaches to student evaluation of teaching","authors":"Lan Anh Nguyen","doi":"10.1108/qae-04-2023-0067","DOIUrl":"https://doi.org/10.1108/qae-04-2023-0067","url":null,"abstract":"\u0000Purpose\u0000Although student evaluation of teaching (SET) is widely used, there has been a significant disparity between its potential benefits with the actual impact on improving educational quality. This study aims to inquire into the factors contributing to this discrepancy and the underlying mechanisms hindering the effective utilisation of SET.\u0000\u0000\u0000Design/methodology/approach\u0000This qualitative case study used problem-based methodology to investigate the theories of action of administrators involved in SET. The study uses SET documents and individual interviews with 18 administrators from six Vietnamese higher education institutions.\u0000\u0000\u0000Findings\u0000While the administrators monitored SET data and addressed SET problems, few used it for quality improvement. The participants’ SET approaches were influenced by various constraints, especially the intricate interaction between neoliberal agendas with professional and cultural values.\u0000\u0000\u0000Research limitations/implications\u0000Despite a lack of statistical generalisability, this study contributes to analytical generalisation by vividly portraying the complexity of the SET practice in a higher education context.\u0000\u0000\u0000Practical implications\u0000This study suggests a more inclusive approach to quality improvement that prioritises multi-stakeholder engagement.\u0000\u0000\u0000Social implications\u0000The constraint analysis offers invaluable insights into the challenges and dynamics of SET practice, which can be used to enhance SET effectiveness and overall educational quality.\u0000\u0000\u0000Originality/value\u0000This paper addresses the need to examine the theories of action of administrators involved in SET, emphasising the significance of a comprehensive understanding of the stakeholders’ underlying reasoning process for successful evaluation implementation.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46018831","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":"Reflections on theses of experimental reports for the master of translation and interpreting in China (2012–2022)","authors":"Deyan Zou, Binghui Wang","doi":"10.1108/qae-04-2023-0079","DOIUrl":"https://doi.org/10.1108/qae-04-2023-0079","url":null,"abstract":"\u0000Purpose\u0000The number of universities offering Master of Translation and Interpreting (MTI) in China has increased to 316 in 15 years. This paper aims to take a closer look at the production patterns of experimental report theses in terms of total number, distribution across universities, supervision model and research content, reflects on the problems and suggests improvements, provides a reference for MTI education in China and beyond.\u0000\u0000\u0000Design/methodology/approach\u0000This paper presents a bibliometric analysis of the published final theses of experimental reports for the MTI in China between the years 2012 and 2022, the period during which this type of thesis was produced, to identify the production patterns of these theses.\u0000\u0000\u0000Findings\u0000The number of experimental reports published by the nine leading universities accounts for 80% of the total 296 papers. The uneven development is also reflected in the supervision model and research content. Most universities can structure the main content of theses according to the suggestions of the MTI Guidance Training Outline. However, there are still deficiencies in the areas of experimental design, experimental validity, research questions and academic standards.\u0000\u0000\u0000Originality/value\u0000This paper reflects on the problems of MTI theses of experimental reports. Also, suggestions are made for linking top-level design and university education, for joint progress in faculty development and talent training and for integrating industrial aspects and international visions, to provide a reference for MTI education in China and beyond.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41352342","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 indicators of effective teacher-created summative assessment","authors":"Nicole Brownlie, Katie M. Burke, Luke van der Laan","doi":"10.1108/qae-04-2023-0062","DOIUrl":"https://doi.org/10.1108/qae-04-2023-0062","url":null,"abstract":"\u0000Purpose\u0000The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was therefore to arrive at a cohesive understanding of what constitutes effective summative assessment.\u0000\u0000\u0000Design/methodology/approach\u0000Conducting a systematic literature review of 95 studies, this research adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The objective was to identify the core principles governing effective teacher-created summative assessments.\u0000\u0000\u0000Findings\u0000The study identified five key principles defining effective summative assessment creation: validity, reliability, fairness, authenticity and flexibility.\u0000\u0000\u0000Research limitations/implications\u0000The expansiveness of education research is such that not all relevant studies may have been identified, particularly outside of mainstream databases. This study considered only the school environment, so contextual limitations will exist.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this study contributes original insights by proposing a holistic definition that can facilitate consensus-building in further research. The assimilation of core principles guided the development of quality indicators beneficial for teacher practice. The comprehensive definition, key principles and quality indicators offer a unique perspective on summative assessment discourse.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41823873","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}