An investigation of the relationship between student algorithm quality and program quality

1995 ◽  
Vol 27 (2) ◽  
pp. 44-48 ◽  
Author(s):  
Tanya McGill ◽  
Simone Volet
Keyword(s):  
Program Quality ◽  
The Relationship

scholarly journals Marketing and Management in Higher Education: the Relationship between the Quality of Online Programmes and Student’s Satisfaction

2020 ◽  
pp. 235-246
Author(s):  
Afroze Nazneen ◽  
Tagreed Alsulimani ◽  
Rohan Sharma
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Program Effectiveness ◽  
Program Quality ◽  
Point Of View ◽  
Unexpected Finding ◽  
Online Program ◽  
Learning Program ◽  
Course Content ◽  
The Relationship

Presently online courses have been a big agenda in educational institutes apart from their academic hours and to engage students more in their studies apart from their involvement in academic hours. The purpose of this study is how the online program quality can be improved from both a business point of view as well as for the understanding of student's expectations from an online program irrespective of one's interest. In this study, researchers tried to analyze the relationship among various factors involved leading to student satisfaction which become the source of successful online programs. This study applied SEM on smart PLS to analyze a survey of 100 respondents and found that Online program quality Perception is the multifaceted dimension, and it also involves quality instructors who also seen as a significant construct. Based on the literature review and discussions presented the theoretical framework for online learning program course quality was developed. Findings indicate that high student satisfaction is relatively associated with the user-friendly interface, which eases the students to further continue with the course. Along with these quality instructors also contribute much to student satisfaction. Content of course, although assumed to be essential along with the online discussion on forums it was found not significant, which is a surprise and unexpected finding. Based on calculations and modeling estimates, the model is in the best fit. The results show in the form of external loadings of every construct, which is given below explains the variance of respective latent constructs. It was also found that factors are contributing to perceived online program effectiveness which are Course Content, Online Assignments, Interaction with Peers, Quality Instructors, and User Interface respectively. Keywords: the online program, student satisfaction, MOOCS, program effectiveness, quality instructors, higher education.

scholarly journals RECONCILING GRADUATE ATTRIBUTE ASSESSMENT WITH EXISTING OUTCOME-BASED ASSESSMENT

2015 ◽  
Author(s):  
D. Kennedy ◽  
K. Abercrombie ◽  
M. Bollo ◽  
J. Jenness
Keyword(s):  
Learning Outcomes ◽  
Program Improvement ◽  
Program Quality ◽  
Faculty Members ◽  
Subjective Expectations ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Improvement Process ◽  
One To One ◽  
The Relationship

Historically, accreditation of engineering programs has relied on the use of input-based assessment of a program by framing major categories and identifying accreditation unit totals for each category. Beginning in 2014, compliance with an outcomes-based assessment of program quality and implementation of a program improvement process is also required.The introduction of graduate attributes assessment at BCIT prompted faculty members to question the relationship between existing learning outcomes and indicators of graduate attributes. Since both outcomes and indicators are written to describe competencies, faculty hypothesized that correlation exists between them.Upon further investigation, faculty, staff, and administrators at BCIT came to understand that there is a relationship between learning outcomes and indicators of graduate attributes, but they are not synonymous. Indicators are required to build a normalizing bridge between outcomes and attributes. They provide a rational relationship between a curriculum’s individual course learning outcomes and the twelve graduate attributes mandated by the Canadian Engineering Accreditation Board.. This is especially important for subjective expectations of learning where there is not an obvious one-to-one relationship between learning outcomes and attributes

Leadership matters: preparation program quality and learning outcomes

2019 ◽  
Vol 57 (2) ◽  
pp. 185-206 ◽  
Author(s):  
Yongmei Ni ◽  
Andrea K. Rorrer ◽  
Diana Pounder ◽  
Michelle Young ◽  
Susan Korach
Keyword(s):  
Learning Outcomes ◽  
Peer Relationships ◽  
Structural Equation ◽  
Learning Transfer ◽  
Leadership Preparation ◽  
Program Quality ◽  
Equation Modeling ◽  
Preparation Program ◽  
Content Type ◽  
The Relationship

Purpose Informed by learning transfer theory, the purpose of this paper is to validate the instrument measuring educational leadership preparation program (LPP) quality attributes and graduates’ leadership learning and to assess the direct and indirect relationships among them, as reported by program graduates. Design/methodology/approach This study uses data collected from the 2016 INSPIRE-G Survey, which gathers information from LPP graduates in the USA on their perceptions of program quality and leadership learning. Structural equation modeling was used to determine which program quality factors directly and indirectly influence graduate leadership learning. Findings The results suggest significant relationships between the assessed LPP attributes and leadership learning. Faculty quality and program rigor and relevance (PRR) had the strongest association with leadership learning, although the relationship between faculty quality and learning was fully mediated by PRR. Internship experiences and peer relationships were also important predictors of leadership learning. Studying with a cohort had a small but positive relationship with graduates’ leadership learning, although the relationship was fully mediated by perceived peer relationships. Originality/value This study further validates the INSPIRE-G Survey and affirms the imperative role of leadership preparation as a predictor to graduate reported learning outcomes and learning transfer. Moreover, this study illustrates the importance of leadership preparation by demonstrating positive relationships between program quality features and reported leadership learning outcomes. Finally, the INSPIRE-G instrument demonstrates its utility as a reliable measure of program quality, which opens the door to large-scale and longitudinal studies of the transfer of learning from leader preparation to practice.

Career Commitment and HRI Education: Toward Establishing Efficacy

1985 ◽  
Vol 9 (2) ◽  
pp. 1-19 ◽  
Author(s):  
Carl Riegel
Keyword(s):  
Significant Relationship ◽  
Work Experience ◽  
Career Commitment ◽  
Student Organizations ◽  
Program Quality ◽  
Program Characteristics ◽  
The Relationship

This paper reports on a study which investigated the relationship between HRI program characteristics and the development of Career Commitment in HRI students. The findings suggest that faculty, program quality and participation in Program-related student organizations are positively associated with career commitment. No significant relationship was found between work experience and career commitment.

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