Quality Education or Defense of Accreditation? The Struggle of a University Professor Leading an Education Committee

2021 ◽  
pp. 155545892110520
Author(s):  
Hiroshi Ito
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Business School ◽  
Middle Management ◽  
Faculty Members ◽  
Middle Level ◽  
Quality Education ◽  
Education Committee ◽  
University Professor ◽  
Management Position

This case illustrates Professor Saitoh’s struggles in a middle-management position leading an education committee called the Assurance of Learning (AOL) Committee at a business school in Japan. The committee assessed students’ learning outcomes and provided suggestions for curriculum improvement. The school was accredited by the Association to Advance Collegiate Schools of Business (AACSB), and AOL played an important role in defending that accreditation. However, some faculty members shared dissatisfaction with AOL for various reasons. This case may provide practical and theoretical implications in developing potential middle-level leaders managing committees in higher education.

How Faculty Members Develop Views on Internationalization: The Case of a Top-Ranked Indian Business School

2018 ◽  
Vol 13 (3) ◽  
pp. 397-417
Author(s):  
Naveen C. Amblee ◽  
Deepak Dhayanithy
Keyword(s):  
Higher Education ◽  
Knowledge Base ◽  
Business School ◽  
Management Education ◽  
Phenomenological Approach ◽  
Faculty Members ◽  
Global Learning ◽  
Home Base ◽  
The World ◽  
Key Drivers

Internationalization of higher education is considered to be among the most widely researched as well as one of the most misunderstood topics. In this study, we take a phenomenological approach to better understand what internationalization means to faculty members at a leading business school in India, as the country has emerged as one of the largest providers of management education in the world today. This is important because faculty members are considered to be the key drivers of internationalization at their institutions. We find that internationalization means different things to different faculty members, and that these views are strongly shaped by each faculty member’s unique set of past international experiences. We are able to link these views to De Meyer’s three strategic drivers of globalization/internationalization, and find that for Indian management faculty, the desire to enrich the home base emerges as the dominant driver of internationalization, followed by the desire for global learning. Although not a prominent driver, the desire to leverage India’s unique knowledge base was also evident. We expect that these views will drive the future internationalization endeavors of this and other similar leading Indian business schools.

scholarly journals A Comparative Study on Dimensions of Role Efficacy between Top and Middle Management of Universities in Rajasthan

2014 ◽  
Vol 1 (4) ◽  
Author(s):  
Chaudhary A.K. ◽  
Jain N
Keyword(s):  
Higher Education ◽  
Organizational Effectiveness ◽  
Personal Growth ◽  
Middle Management ◽  
Research Work ◽  
Middle Level ◽  
Academic Standard ◽  
Role Integration ◽  
Helping Relationship ◽  
Role Efficacy

Role Efficacy showed higher Organizational effectiveness. This depicts that with higher role efficacy in the organization, the employees were more effectively. The purpose of the present research work is to compare role efficacy of top and middle management employees of universities of Rajasthan. Respondents were directly contacted for filling up the standard questionnaire of Role Efficacy Scale, developed by Dr. Udai Pareek. The ten dimensions of role efficacy namely (Centrality, Self-role integration, Proactivity, Creativity, Inter-role linkage, Helping relationship, Superordination, Influence, Personal growth and Coordination ) were analysed through t-test. The results conclude that there is significant differences on dimension (self role integration, creativity and inter role linkage) of role efficacy of top and middle management. The significance of the study is based on the challenges facing higher education and to improve their academic standard through role efficacy of top and middle level management.

scholarly journals Development of a Mechanical Engineering Test Item Bank to promote learning outcomes-based education in Japanese and Indonesian higher education institutions

2017 ◽  
Vol 5 (1) ◽  
pp. 41-73
Author(s):  
Jeffrey S. Cross ◽  
Estiyanti Ekawati ◽  
Satoko Fukahori ◽  
Shinnosuke Obi ◽  
Yugo Saito ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Test Item ◽  
Mechanical Engineering ◽  
Outcomes Assessment ◽  
Item Bank ◽  
Faculty Members ◽  
Learning Outcomes Assessment ◽  
Item Development ◽  
Outcomes Based Education

Following on the 2008-2012 OECD Assessment of Higher Education Learning Outcomes (AHELO) feasibility study of civil engineering, in Japan a mechanical engineering learning outcomes assessment working group was established within the National Institute of Education Research (NIER), which became the Tuning National Center for Japan. The purpose of the project is to develop among engineering faculty members, common understandings of engineering learning outcomes, through the collaborative process of test item development, scoring, and sharing of results. By substantiating abstract level learning outcomes into concrete level learning outcomes that are attainable and assessable, and through measuring and comparing the students’ achievement of learning outcomes, it is anticipated that faculty members will be able to draw practical implications for educational improvement at the program and course levels. The development of a mechanical engineering test item bank began with test item development workshops, which led to a series of trial tests, and then to a large scale test implementation in 2016 of 348 first semester master’s students in 9 institutions in Japan, using both multiple choice questions designed to measure the mastery of basic and engineering sciences, and a constructive response task designed to measure “how well students can think like an engineer.” The same set of test items were translated from Japanese into to English and Indonesian, and used to measure achievement of learning outcomes at Indonesia’s Institut Teknologi Bandung (ITB) on 37 risingfourth yearundergraduate students. This paper highlights how learning outcomes assessment can effectively facilitate learning outcomes-based education, by documenting the experience of Japanese and Indonesian mechanical engineering faculty members engaged in the NIER Test Item Bank project.Published online: 30 November 2017

Influences of working condition and faculty retention on quality education in private universities in Bangladesh

2019 ◽  
Vol 33 (1) ◽  
pp. 149-165 ◽  
Author(s):  
Mohammad Ali Ashraf
Keyword(s):  
Higher Education ◽  
Human Resource ◽  
Working Condition ◽  
Private Universities ◽  
Faculty Members ◽  
Quality Education ◽  
Private Higher Education ◽  
Equation Modeling ◽  
Faculty Retention ◽  
Content Type

Purpose The purpose of this paper is twofold: first, to examine the influence of working condition on faculty retention and quality education in the private higher education sector; and second, to see whether there is any mediating role of faculty retention linking working condition and quality education in the private universities in Bangladesh. Design/methodology/approach To attain these objectives, a total of 516 data were collected from the faculty members of the private universities located all over the country based on random sampling procedure. Data were analyzed using structural equation modeling technique. Findings The findings of the study reveal that though working condition has a direct significant influence on both faculty retention and quality education and faculty retention has a partial mediating influence on quality education in private higher education institutes in Bangladesh. Research limitations/implications From a research perspective, the study results demonstrate once again the robustness of the Muslow’s hierarchy need theory of motivation for helping to explain the faculty members of the private universities. As more and more studies of faculty behavior and its antecedents are done within the similar framework, the author is more able to discover and confirm which antecedents are most important, helping the author build a robust theory of quality education affected based on human resource practices by the management of the institutes. Practical implications From a practical perspective, as a cumulative body of work on the nexus between human resource management and quality education emerges, the author will be better able to advise private university authorities on the elements they need to address in order to excel quality education. In this study, the one area of findings that may help university authorities the most concerns work environment. These findings imply that in order to excel quality education the authorities of the private universities should focus more on friendly and enjoyable working environment for prolonging faculty retention and excelling quality education. Originality/value This study has revealed an important contribution focusing the influence of working condition on faculty retention as well as quality education in private universities in Bangladesh.

Transition to HE and Equitable Learning Outcomes: Challenges for Indian Higher Education

2020 ◽  
Vol 7 (2) ◽  
pp. 118-131
Author(s):  
Manasi Thapliyal Navani
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
First Generation ◽  
Quality Education ◽  
Rapid Expansion ◽  
Academic Cultures ◽  
Global Quality ◽  
Indian Higher Education ◽  
Comparable Quality

Indian higher education (HE) system has undergone rapid expansion over the last two decades, emerging as one of the largest HE systems in the world. Expansion is accompanied by the challenge of ensuring comparable quality education across a diverse institutional spectrum. Simultaneously, academic reforms in the sphere of general HE have been pursued in recent years to align HE with global quality assurance frameworks. This creates an intrinsic pull in the system where international benchmarks juxtapose against demands made on HE institutions (HEIs) to meet the needs of and support first-generation learners coming from disadvantaged backgrounds to enable them to transition successfully to academic cultures of colleges. This article addresses the challenge for equity and institutional challenge to find ways to engender the pedagogical and scaffolding processes accountable to the ‘educational outcomes’ through ensuring attainment of specified graduate attributes.

scholarly journals Investigation of the case method in accounting educationMuhasebe eğitiminde vak’a yönteminin irdelenmesi

2017 ◽  
Vol 14 (4) ◽  
pp. 3923
Author(s):  
Aysel Güney
Keyword(s):  
Higher Education ◽  
Full Text ◽  
Point Of View ◽  
Faculty Members ◽  
Accounting Education ◽  
Quality Education ◽  
Educational Institutions ◽  
Case Method ◽  
Accounting Courses ◽  
Human Skills

Training is the development of human skills and behaviors in a certain process. Because of this reason, training is necessary to be carried out by specialists. A quality education improves the existing system, reduces costs and increases revenues (Korkmaz, 1997). Managers and faculty members of specifically the higher education institutions must meet the constantly changing needs and requests of the individuals or institutions in the customer situation with the highest quality products. The accounting courses are offered by educational institutions should be organized as a whole and conveyed to the students within the system. Case method which is one of the methods that will enable the student to develop his point of view during this conveyance. Therefore, this study aims  to focus on the place and importance of the case method in accounting education.Extended English abstract is in the end of Full Text PDF (TURKISH) file.Özetİnsan beceri ve davranışlarının belli bir süreç içinde geliştirilmesi eğitim olarak tanımlanabilir. Eğitimin uzmanlarca yapılması gereklidir. Kaliteli bir eğitim sonucunda mevcut sistem gelişir, maliyetler düşer ve gelirler artar. (Korkmaz, 1997). Özellikle üniversite kurumları içinde bulunan ve görev yapan yöneticiler ve öğretim üyeleri, muhasebe bilgisini ve muhasebe elemanının talep eden kişi veya birimlerin sürekli değişen ihtiyaç ve isteklerini iyi yetişmiş bireylerle karşılamak durumundadırlar.  Bu yüzden özellikle yükseköğretim kurumlarında verilen muhasebe derslerinin bir bütün olarak düzenlenmesi ve bir sistem anlayışı içerisinde öğrencilere aktarılması zorunludur. Bu aktarım sırasında öğrencinin bakış açısını gelişmesini sağlayacak yöntemlerden birisi vak’ a yöntemidir. Bu çalışmada muhasebe eğitiminde vak’a yönteminin yeri ve önemi üzerinde durulacaktır.

Managing Faculty in Transnational Higher Education: Expatriate Academics at International Branch Campuses

2018 ◽  
Vol 23 (4) ◽  
pp. 451-472 ◽  
Author(s):  
Stephen Wilkins ◽  
Selina Neri
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Middle Management ◽  
Survey Questionnaire ◽  
Branch Campus ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Transnational Higher Education ◽  
International Branch Campus ◽  
Management Position

The purpose of this research is to identify the challenges and issues associated with managing expatriate academics at international branch campuses, and to analyze the strategies that have been, or could be, implemented to overcome these challenges and issues. The data used in this study came from an online survey questionnaire that was completed by 14 individuals holding a senior or middle management position at an international branch campus. The survey participants unanimously reported that expatriate academics tend to be highly motivated and committed, and that they are largely satisfied with their jobs. However, many individuals do have issues with adjustment to the new country, to work differences, and to interacting with others. The participants offered a range of suggestions and recommendations that may help institutions to better support expatriate academics employed at international branch campuses. The suggested actions need to be implemented prior to the new recruit’s arrival in the host country, during the induction period, and on an ongoing basis.

Learning outcomes’ role in higher education teaching

2014 ◽  
Vol 7 (4) ◽  
pp. 257-276 ◽  
Author(s):  
Rita Nasrallah
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Multiple Case Study ◽  
Learning Model ◽  
Faculty Members ◽  
Content Type ◽  
Constructive Alignment ◽  
Multiple Case ◽  
Teaching Learning

Purpose – The purpose of this multiple-case study was to examine the ambiguity surrounding course learning outcomes and how they are perceived by faculty members in four private universities, while simultaneously investigating the dominant teaching perspectives, practices and assessment techniques. In parallel, theory of constructive alignment was shared with faculty members and students as a possible teaching-learning model. Design/methodology/approach – This study is a qualitative multiple-case study designed based on Yin’s (2009) case study protocol and Stake’s (2006) cross-case analysis report. In the process, 52 faculty members were interviewed, and 38 of the 52 were observed teaching, plus 15 of 52, faculty members participated in separate focus groups about constructive alignment. Further, 18 students were interviewed in separate focus groups to find out how they perceive effective teaching and constructive alignment. Findings – The findings showed why faculty members misunderstood the course learning outcomes. Both faculty members and students withheld similar perceptions when it came to efficient teaching; however, they disagreed regarding the utility of constructive alignment as a proposed teaching-learning model. The 52 faculty members were mainly knowledge transmitters and this contradicts with the notion of the learning outcomes, which is student-centered. In addition, they are not familiar with the teaching-learning theories or with the various pedagogical tools that may render learning constructive. Research limitations/implications – The fact that this study is a multiple-case study automatically implies that the results cannot be generalized within the larger higher education context. Nevertheless, the research findings can help to clarify the reasons hindering the proper implementation of the learning outcomes in other institutions, as it can serve as a guide to improve all the detected weaknesses, which may be applicable in other contexts. It can also aid administrative bodies at the different institutions in dealing with the obstacles that restrict the workability of the learning outcomes. Practical implications – Teaching in higher education must be nurtured through continuously investing time and effort in supporting faculty members to develop their teaching-learning skills to suit the changing profiles of students to render learning a durable experience. Originality/value – The study is unique in how it combined Yin’s protocol with Stake’s cross-case analysis report. Additionally, the classroom observation instrument was, to an extent, a precedent in terms of higher education research in the Lebanese context. Further, the results obtained added to the results of previous research, i.e. the reasons why the learning outcomes were not functional. Plus, a cyclical/retrograding motion learning model emerged in the process, and the practicality of the theory of constructive alignment in the Lebanese context was questioned.

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