A Self-assessment of Higher Education Institutions from the Perspective of the EFQM Excellence Model

2007 ◽  
pp. 181-207 ◽  
Author(s):  
Maria João Rosa ◽  
Alberto Amaral
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Self Assessment

scholarly journals DIGI-HE – A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions

2020 ◽  
pp. 289-298
Author(s):  
Ulf-Daniel Ehlers ◽  
Patricia Bonaudo
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Conceptual Approach ◽  
Self Assessment ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Research And Innovation ◽  
Internationalisation Strategies

Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.

scholarly journals THE SYSTEM OF EXERCISES FOR TEACHING ORAL CONSECUTIVE INTERPRETING

2021 ◽  
pp. 61-70
Author(s):  
Antonina Korol ◽  
Anhelina Pityk
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Self Assessment ◽  
Initial Stage ◽  
Online Format ◽  
Consecutive Interpreting ◽  
Strategic Skills

The aim of our study was to create a system of exercises for teaching interpretation in the language pair "German-Ukrainian", due to the emergence of new standards for the quality of professional training of interpreters. In our article we used theoretical and empirical research methods: critical analysis of scientific literature on translation studies, methods of professional training of translators; educational documents and textbooks in higher education institutions; monitoring the organization of interpretation training in higher education institutions; observation of the organization of interpretation training in the Free Economic Zone; survey of translation teachers in order to study the state of professional training of applicants for higher education; questionnaires, self-assessment of future translators in order to identify the probable level of their professional competence. At the initial stage of the study, a survey of both higher education and translation teachers was conducted in order to identify priority areas of professional interpretation of an interpreter, to select relevant material and develop a system of exercises to develop skills and skills of interpretation within the discipline "Fundamentals of Interpreting", which is taught in the 3rd year (180 hours, 6 credits). The subject component of the content of interpretation training is limited on the basis of the results of the questionnaire in the following areas: social, political, as well as the field of culture and education. According to the stages of interpretation training, a system of exercises consisting of three subsystems has been developed. These include exercises for: 1) the formation of special skills of interpretation; 2) automation of skills and formation of special and strategic skills; 3) development of special and strategic skills. The material for the development of these exercises was authentic German-language online sources in the field of culture and education, as well as social and political spheres of human activity (official websites of Deutsche Welle, the European Commission, the website of the Federal Chancellor and the President of Germany; private podcast Annik Rubens Slow German mit Annik Rubens, printed publications in online format: Bild, Zeit, Spiegel, die Welt, Frankfurter Allgemeine, as well as online terminological dictionaries. The total amount of practical tasks for translation and exercises for the formation and automation of special skills of interpretation and development of strategic skills is 200 units, which are offered as a basis for the conclusion of methodological development for teaching interpretation in the 3rd year. Key words: consecutive interpreting, professional competence of an interpreter, system of exercises, stages of training, groups of exercises.

scholarly journals How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions

2021 ◽  
Vol 22 (4) ◽  
pp. 125-140
Author(s):  
Tannis Morgan ◽  
Elizabeth Childs ◽  
Christina Hendricks ◽  
Michelle Harrison ◽  
Irwin DeVries ◽  
...  
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Institutional Transformation ◽  
Open Education ◽  
Promising Practices ◽  
Critical Approach ◽  
Self Assessment ◽  
Education Practice ◽  
Self Study

This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blended learning and institutional transformation research—can help to assess how an institution has progressed with its open education initiatives. By adopting both an appreciative and a critical approach, the researchers at these five BC institutions compared the similarities and differences between their institutional approaches and the evolution of their initiatives. The paper includes discussion of how a self-assessment tool for institutional open education practices (OEP) can be applied to OEP initiatives at an institutional level and shares promising practices and insights that emerge from this research.

scholarly journals Reflections on Post-Conference Feedback as a Developmental Teacher Training Strategy: Teaching Practice Supervisors’ Experiences in an ODL Institution

2021 ◽  
Author(s):  
Tshegofatso Makgakga ◽  
Sindile Ngubane-Mokiwa
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Teaching Practice ◽  
Higher Education Institutions ◽  
Self Assessment ◽  
Developmental Approach ◽  
Training Strategy ◽  
Training Support ◽  
Pedagogical Knowledge And Skills ◽  
The University

Nationally and internationally, higher education institutions offer teaching practice as one of the teacher training support strategies to develop pre-service teachers’ pedagogical knowledge and skills. The University of South Africa is one of the higher education institutions that offer open and distance learning and has a high number of pre-service teachers. The University’s teaching practice is supervised by experts and culminates in a conferencing session in which the supervisor provides feedback on various aspects of the teaching practice. This study explored the teaching practice supervisors’ reflections on post-conference feedback as a developmental approach towards reinforcing assessment for learning. The qualitative approach was used as the researchers interpreted these supervisors’ reflections on post-conference feedback as a developmental approach. Through purposive sampling, supervisors who had supervised pre-service teachers for three or more years were selected. The findings of this study showed that post-conference feedback was developmental to pre-service teachers and supervisors. The findings further illuminated the way in which supervisors had assessed pre-service teachers’ teaching skills to understand their strengths and weaknesses. In addition, the study identified pitfalls such as time and the supervisor-to-pre-service-teacher ratio as 1:10 per week, which was unsustainable. The study suggests that there is a need to set clear and specific outcomes for assessment, to provide a self-assessment rubric for pre-service teachers to avoid conflicts during the post-conference feedback, and to arrange professional development workshops to be conducted with the supervisors.

The Role of Entrepreneurship Education in Forming Students’ Entrepreneurial Attitudes

2015 ◽  
Vol 21 (4) ◽  
pp. 596-600
Author(s):  
Agustinus Dedy Handrimurtjahjo ◽  
Nugroho J. Setiadi ◽  
EngkosAchmad Kuncoro
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Statistical Treatment ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intentions ◽  
Entrepreneurial Success ◽  
Self Assessment ◽  
Entrepreneurial Attitudes ◽  
Entrepreneurial Capital

In this study, we are focusing to describe the role of entrepreneurship education informing students’ entrepreneurial attitudes through the development of Entrepreneurship Center in Indonesia Higher Education Institutions. Focus of the study is to identify the determinant factors of entrepreneurial attitudes and intentions. In particular, the study investigates the Indonesian students’ view on the following entrepreneurial capital in terms of the importance to entrepreneurial success. It further examines the respondents’ self-assessment on their entrepreneurial qualities possession, their views on entrepreneurs. 118 students participated in the survey and the data were collected through self-administered questionnaires. The collected data were analyzed for their content, presented in the form of graphs and were given a simple statistical treatment. The results indicate that Indonesian students are aware of the competencies and the qualities strongly linked with entrepreneurial success. Results of the study contribute to Indonesia Higher Education institutions on understanding the attitudes of their students towards entrepreneurship and investigating both the role of entrepreneurial education and social norms in building attitudes that lead to entrepreneurial intentions.

scholarly journals Development of a Self-Assessment, Performance Measurement and Quality Insurance Repository Case of Two Higher Education Institutions in Morocco

2016 ◽  
Vol 10 (11) ◽  
pp. 248
Author(s):  
Abdelhak Lahlali ◽  
Houda El Aoufir
Keyword(s):  
Higher Education ◽  
Performance Measurement ◽  
Higher Education Institutions ◽  
Major Elements ◽  
The Self ◽  
Evaluation Methodology ◽  
Self Assessment ◽  
Assessment Performance ◽  
And Performance ◽  
Training Service

The self-assessment repositories are used in a perspective of quality management. They are intended to guide higher education institutions in building their training offer and enable the evaluation and performance measurement based on explicit and consistent objectives. These are essential tools for posterior training evaluation, facilitating a development based on changes affecting the science and socio economic fields.The self-assessment thus enables a diagnosis, and identification of the strengths and possible improvement actions.The purpose of this is to increase the institutional progress capacity and evolution through a self-reflection.In this regard, the aim through this article is the development of a self-assessment repository for the training institutions adapted to the Moroccan higher education specificities. To do this, we first recalled the state of the art in terms of the main standards and benchmarks used as the basis of our research: ISO 29990, ISO 9001, AERES repository, NF Training Service, Aqi- Umed, CTI self-assessment Guide and eduqua Manual 2012. We underlined, then, the self-assessment issues in higher education and the major elements that feed the interest and approach adopted in the case of our study. We presented the proposed repository, including the evaluation axes and criteria, and explained the choice for modifing certain references or criteria related to the particularity of Moroccan context and the appropriate evaluation methodology in order to reach results and thus allow the evaluator to find the required information and help its analysis and objective judgment.

scholarly journals Towards Sustainability in Higher-Education Institutions: Analysis of Contributing Factors and Appropriate Strategies

2021 ◽  
Vol 13 (12) ◽  
pp. 6562
Author(s):  
Mochamad Arief Budihardjo ◽  
Bimastyaji Surya Ramadan ◽  
Soraya Annisa Putri ◽  
Indah Fajarini Sri Wahyuningrum ◽  
Fadel Iqbal Muhammad
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Swot Analysis ◽  
Higher Education Institutions ◽  
Assessment Method ◽  
Contributing Factors ◽  
Self Assessment ◽  
Factors Affecting ◽  
Development Goals ◽  
Internal And External Factors

To depict detailed sustainability efforts that have been implemented in campus environments, research was conducted at the Universitas Diponegoro (UNDIP), a leading green campus in Indonesia. The aim of the current study was to explore how sustainable development has been conducted by UNDIP and to identify factors that may indicate the existence of sustainability activity in higher-education institutions (HEIs). Factors affecting sustainability implementation in HEIs were derived using bibliometric analysis. Information on the implemented strategies to maintain the sustainability of HEIs was obtained via a closed questionnaire to 40 relevant experts, and analyzed using strengths, weaknesses, opportunities, and threats (SWOT) analysis, and quantitative strategic-planning matrix (QSPM) analysis. Institutional commitment to sustainability and guidance to implement sustainability in HEIs were found to have the highest scores with regard to internal and external factors. The respondents selected more aggressive strategies for the enhancement of sustainability implementation at UNDIP. Fostering external collaboration should be a priority for UNDIP since this can provide mutual benefits and significant improvement towards achieving Sustainable Development Goals (SDGs). The current study provides a robust self-assessment method for selecting appropriate strategies to maintain HEI sustainability.

scholarly journals Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

2021 ◽  
Vol 13 (11) ◽  
pp. 6424
Author(s):  
Agnese Slišāne ◽  
Gatis Lāma ◽  
Zanda Rubene
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Survey ◽  
Higher Education Institutions ◽  
The European Union ◽  
Digital Competence ◽  
Education Students ◽  
Self Assessment ◽  
Study Process ◽  
Teacher Education Students

Competence-based education has been in the spotlight for several years, and it is a topical issue in the European Union as well as marking the reform of the Latvian education system. The Council of the EU considers entrepreneurial competence to be one of the key competences for lifelong learning, and Latvia’s school reforms require teachers to create a study process where students develop entrepreneurial competence. This publication presents research on the self-assessed entrepreneurial competence of teacher education students to find out whether there is any correlation between their assessment of entrepreneurial competence and their readiness/ability to develop this competence in their students, as well as which methods/activities they see as suitable to do so in the classroom and the remote study process. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions. The data provided by the questionnaire developed for this research showed that students’ self-assessed entrepreneurial competence in a remote study process rated their digital competences highest, followed by their entrepreneurial competences. The results indicate that students are sufficiently prepared to be able to further develop their entrepreneurial competence in the remote study process. From the data, it can be concluded that higher education needs to focus on the development of entrepreneurial competence and should also supplement the methodological knowledge of students to improve their readiness to teach entrepreneurial competences to others. It should also be noted that there is a strong correlation between students’ entrepreneurial competence and their readiness to teach entrepreneurial competences to others. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions.

Sign in / Sign up

Export Citation Format

Share Document