Instructor Performance Prediction Model Using Artificial Intelligence for Higher Education Systems

2021 ◽  
Author(s):  
Shuping Xiao ◽  
A. Shanthini ◽  
Deepa Thilak
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Decision Making ◽  
Prediction Model ◽  
Education Systems ◽  
Higher Education Systems ◽  
Routine Tasks ◽  
Instructor Performance ◽  
The Individual

Recent advancements in Artificial Intelligence techniques, including machine learning models, have led to the expansion of prevailing and practical prediction simulations for various fields. The quality of teachers’ performance mainly influences the quality of educational services in universities. One of the major challenges of higher education institutions is the increase of data and how to utilize them to enhance the academic program’s quality and administrative decisions. Hence, in this paper, Artificial Intelligence assisted Multi-Objective Decision-Making model (AI-MODM) has been proposed to predict the instructor’s performance in the higher education systems. The proposed AI-assisted prediction model analyzes the numerical values on various elements allocated for a cluster of teachers to evaluate an overall quality evaluation representing the individual instructor’s performance level. Instead of replacing teachers, AI technologies would increase and motivate them. These technologies would reduce the time necessary for routine tasks to enable the faculty to focus on teaching and analysis. The usage for administrative decision-making of artificial intelligence and associated digital tools. The experimental results show that the suggested AI-MODM method enhances the accuracy (93.4%), instructor performance analysis (96.7%), specificity analysis (92.5%), RMSE (28.1 %), and precision ratio (97.9%) compared to other existing methods.

scholarly journals Thoughts on the higher education system in Poland. Changes – issues – evaluation. Part 1

2019 ◽  
Vol 11 (1) ◽  
pp. 119-137
Author(s):  
Małgorzata Grzywacz ◽  
Grażyna Miłkowska ◽  
Magdalena Piorunek ◽  
Lech Sałaciński
Keyword(s):  
Higher Education ◽  
Education System ◽  
Bologna Process ◽  
Education Systems ◽  
Higher Education System ◽  
Higher Education Systems ◽  
University Level ◽  
The Individual ◽  
The University ◽  
Education Science

This report is a part of the results of the international project entitled “Studium in Osteuropa: Ausgewählte Aspekte (Analysen, Befunde)” conducted in the years 2013-2015 under supervision of Prof. Wilfried Schubarth and Dr Andreas Seidl from the Potsdam University, Department of Education Science, and Prof. Karsten Speck from the University of Oldenburg, Germany. The project was conducted jointly by representatives of academic centres from Germany, the Czech Republic, Poland and Russia. Its general aim was a comparative analysis of the effects of implementation of Bologna Process directives into the higher education systems of the individual countries. The changes introduced into the higher education systems in the countries involved in the project were described and evaluated, discussed was in particular the problems of education of teachers at the university level. The following text is the result of the contribution of the Polish group participating in the project. The report will be presented in two parts. The first part is focused on the macro-societal context of transformations in the higher education system in Poland. The implementation of selected aspects of Bologna Process directives is described and supplemented by empirical comments. The second part deals with selected aspects of university level education of teachers, followed by a polemic against the assumptions and execution of the target transformations of higher education system.

scholarly journals Quality Assessment of Online Learning in Regional Higher Education Systems

2021 ◽  
Vol 17 (3) ◽  
pp. 929-943
Author(s):  
Olga A. Gritsova ◽  
Elena V. Tissen
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Quality Assessment ◽  
Student Satisfaction ◽  
Educational Process ◽  
Learning Mechanisms ◽  
Education Systems ◽  
Higher Education Systems

The quality of online learning mechanisms, widely implemented due to the COVID-19 pandemic, is a significant issue for regional higher education systems. The research aims to assess student satisfaction with the quality of online education by identifying discrepancies between their requirements and the actual learning process. In order to examine the gaps between students’ expectations and perceptions, a new approach was proposed based on the integrated use of Gap analysis and SERVQUAL methodology, combining qualitative and quantitative aspects. SERVQUAL questionnaires for measuring student satisfaction with online learning include the following criteria: tangibles, reliability, responsiveness, assurance, empathy. Full- and part-time undergraduates of humanitarian and socio-economic departments of two universities participated in the study. Ural Federal University bachelors, learning via Moodle and Microsoft Teams platforms, could directly communicate with their peers and professors, while students of National Research Nuclear University MEPhI were engaged in massive open online courses (MOOC). As a result, all five criteria were analysed in the proposed model for quality assessment of online learning to reveal the gaps between students’ expectations and perceptions of the educational process. Significant discrepancies in the «empathy» and «responsiveness» criteria in both groups demonstrate low student satisfaction with the quality of communication and individualisation of learning. The research findings can be used to construct resource allocation models for implementing educational programmes and developing support measures for regional higher education institutions.

scholarly journals Challenges to Higher Education in Laos and Cambodia

2019 ◽  
pp. 20-21 ◽  
Author(s):  
Martin Hayden
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Higher Education Institutions ◽  
Education Sector ◽  
Private Higher Education ◽  
Institutional Autonomy ◽  
Education Systems ◽  
Higher Education Systems

The higher education systems in Laos and Cambodia have been expanding rapidly over recent years, but with increasing reliance on a teaching-only private higher education sector, the quality of which is extremely variable. Public-sector higher education institutions, though generally considered more prestigious to attend, are severely constrained by a lack of institutional autonomy and limited budgets, and so their quality is also a matter for concern.

scholarly journals Assessment of institutional autonomy of higher education institutions: methodical approach

2018 ◽  
Vol 2 (1) ◽  
pp. 72-84
Author(s):  
Olena Rayevnyeva ◽  
Iryna Aksonova ◽  
Viktoriia Ostapenko
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Methodological Approach ◽  
Educational Activity ◽  
Institutional Autonomy ◽  
University Autonomy ◽  
Education Systems ◽  
Higher Education Systems ◽  
Methodical Approach

In order to reform and modernize the system of higher education, an important step is to assess the constituent parts of the institutional autonomy of higher education institutions (HEI), which allows, on the basis of a combination of the level of autonomy of higher education systems of countries and their universities, and indicators of the quality of scientific and educational activities of the HEI, to ensure a unified approach to information and analytical assessment of university autonomy in general. This fact proves the necessity of developing a methodological approach to the assessment and management of institutional autonomy of the HEI. The authors carried out a comparative analysis of the models of university autonomy, international and national approaches to the assessment of the components of institutional autonomy such as organizational, personnel, academic and financial. The methodical approach to the evalution of the institutional autonomy of the HEI is developed. The proposed methodological approach is aimed at the formation of an information space for simultaneous comparison and assessment of the level of institutional autonomy of HEI and indicators that affect it. This approach combines the results of grouping the autonomy of higher education systems of the countries and their HEI according to homogeneous groups and the results of calculating the integral indicator of the quality of scientific and educational activity within each component of institutional autonomy, which allows to determine the position of a specific HEI on the level of autonomy in the proposed matrix of recognition of the situation.

Is there a need for market qualifications in OSH? New solutions and opportunities

2019 ◽  
Vol 574 (7) ◽  
pp. 12-15
Author(s):  
Beata Taradejna-Nawrath
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Formal Education ◽  
Health And Safety ◽  
Education Systems ◽  
New Developments ◽  
Higher Education Systems ◽  
Separate Part ◽  
The Republic

At the end of 2015 The Sejm of the Republic of Poland passed a law on the Integrated Qualification System. The Act of 22 December 2015 on IQS introduced solutions and opportunities for integrating all qualifications obtained within formal and non-formal education, ensuring the quality of granted qualifications, confirming competences acquired outside the education and higher education systems. The question is: there is a need to introduce market-based qualifications in the field of health and safety at work considering new developments and opportunities to acquire professional qualifications. Market qualifications could be applied for by people interested in working in the area of a given qualification, who would show a separate part or all of the learning outcomes required for a given qualification. The article presents the idea of the Integrated Qualification System and the report from the research on the demand for market qualifications. The survey was conducted in the environment that is most relevant to health and safety at work - employers, OSH specialists and entities operating on the market in this area.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

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