The Assessment of Higher Education Quality from the Perspective of Students through a Case Study Analysis

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

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Framing the role of higher education in sustainable development: a case study analysis

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-05-2020-0164 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Suzanna Elmassah ◽

Marwa Biltagy ◽

Doaa Gamal

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Educational Leaders ◽

Primary Data ◽

Study Analysis ◽

Structured Interviews ◽

Content Type ◽

Case Study Analysis

Purpose Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs’ sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries’ commitments to achieving the SDGs. Design/methodology/approach This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

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Business and Management Higher Education Quality: A Case Study of a Czech Private University

Periodica Polytechnica Social and Management Sciences ◽

10.3311/ppso.12145 ◽

2019 ◽

Vol 27 (1) ◽

pp. 87-97

Author(s):

Lucie Vnoučková ◽

Hana Urbancová ◽

Helena Smolová

Keyword(s):

Higher Education ◽

University Students ◽

Private University ◽

Educational Process ◽

Education Quality ◽

Business Economics ◽

Higher Education Quality ◽

Multidimensional Concept

Assessment of the business higher education quality is a multifaceted and multidimensional concept. Quality as a factor of performance of universities is currently an often-discussed topic. The aim of this article is to identify and evaluate factors of quality of business economics education by university students at a private Czech university. The results are based on a quantitative survey by questionnaire data collection from university students. The factor analysis was conducted to find significant groups of students regarding their perception of the educational process divided into three main areas. The quality perception was analyzed in this paper specifically by using focus on areas of subjects, lessons, and teachers. The analysis found groups of variables with significant appearance within the groups of students to reveal their main orientation and preferences. It is quality orientation (specified learning outcomes and its applicability), business orientation (tailoring to business needs) and expert orientation (skills and knowledge of teacher, his/her orientation on study group and tailoring lessons to their needs). Furthermore, identification of homogenous groups of students and their expectations helps with a design of subjects and lessons in the way of focusing on practice, addressing the needs and preferred teaching techniques. This is especially true when the students are already experienced in the taught subject. A limitation of the study is a narrow focus on one private university. It may be taken as a case study.

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Gender, ethnicity and career progression in UK higher education: a case study analysis

Research Papers in Education ◽

10.1080/02671522.2019.1615118 ◽

2019 ◽

Vol 35 (6) ◽

pp. 706-721 ◽

Cited By ~ 2

Author(s):

Kalwant Bhopal

Keyword(s):

Higher Education ◽

Career Progression ◽

Study Analysis ◽

Case Study Analysis ◽

Uk Higher Education

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Higher education quality and autonomy—a case study of Lao PDR

Higher Education ◽

10.1007/s10734-019-00435-y ◽

2019 ◽

Vol 79 (5) ◽

pp. 753-771 ◽

Cited By ~ 1

Author(s):

Elizabeth St George

Keyword(s):

Higher Education ◽

Lao Pdr ◽

Education Quality ◽

Higher Education Quality

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Towards a European framework for community engagement in higher education – a case study analysis of European universities

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-03-2021-0120 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Emma O’Brien ◽

BOJANA ĆULUM ILIĆ ◽

Anete Veidemane ◽

Davide Dusi ◽

Thomas Farnell ◽

...

Keyword(s):

Higher Education ◽

Community Engagement ◽

The European Union ◽

Study Analysis ◽

Content Type ◽

Self Reflection ◽

Case Study Analysis ◽

European Universities ◽

Context Specific

Purpose This paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to progress the CE agenda in a European context. Design/methodology/approach The proposed framework was co-created through the European Union (EU)-funded project towards a European framework for community engagement in higher education (TEFCE). The TEFCE Toolbox is an institutional self-reflection framework that centres on seven thematic dimensions of CE. This paper follows the development of the TEFCE Toolbox through empirical case study analysis of four European universities and their local communities. Findings The findings in this paper indicate that the TEFCE Toolbox facilitates context-specific applications in different types of universities and socioeconomic environments. Incorporating insights from engagement practitioners, students and community representatives the TEFCE Toolbox was successfully applied in universities with diverse profiles and missions. The process facilitated the recognition of CE achievements and the identification of potential areas for improvement. Originality/value Despite a range of international initiatives, there remains an absence of initiatives within the European higher education area that focus on developing tools to comprehensively support CE. The TEFCE Toolbox and case-study analysis presented in this paper address this gap in knowledge. The broader societal contribution and social responsibility of higher education have become increasingly prominent on the European agenda. The TEFCE Toolbox represents an innovative, robust and holistic European framework with the potential to support universities in reflecting upon their pursuit of addressing grand societal challenges, whilst promoting CE.

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LGBTQ Alumni Philanthropy

Nonprofit and Voluntary Sector Quarterly ◽

10.1177/0899764015597780 ◽

2015 ◽

Vol 45 (1_suppl) ◽

pp. 52S-71S ◽

Cited By ~ 12

Author(s):

Noah D. Drezner ◽

Jason C. Garvey

Keyword(s):

Higher Education ◽

Data Collection ◽

Focus Groups ◽

Campus Climate ◽

Study Analysis ◽

Case Study Analysis ◽

Affinity Group ◽

Affinity Groups ◽

Group Involvement

Using a constructivist case study analysis, we explore philanthropy toward higher education among lesbian, gay, bisexual, transgender, and queer (LGBTQ) alumni, examining how a person’s LGBTQ identity and experiences (un)consciously affects his, her, or hir1 decision to give philanthropically. Data come from focus groups with 37 advancement staff and 23 LGBTQ alumni at two research extensive universities. Findings reveal unconscious influences of LGBTQ identities on giving, importance of campus climate for LGBTQ individuals, and LGBTQ alumni affinity group involvement. We draw implications from our findings, discussing the need to create a warm campus climate for current students, increase and encourage involvement within LGBTQ affinity groups, systematize data collection to include LGBTQ identities, and develop culturally sensitive solicitations.

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