Development of the Education Quality Assessment System for Programs of Study in Economics at Polish Institutions of Higher Education in the Years 2002–2011

2014 ◽  
pp. 890-903
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Assessment System ◽  
Education Quality ◽  
Institutions Of Higher Education ◽  
Programs Of Study

scholarly journals Technologies of higher education quality assurance in the context of European practices

2018 ◽  
pp. 133-138
Author(s):  
Nina Batechko ◽  
Mykola Lut
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Assessment ◽  
Educational Process ◽  
Assessment System ◽  
Education Quality ◽  
Higher Education Quality ◽  
Assurance Process ◽  
Education Quality Assurance

In the article the technologies of higher education quality assurance have been highlighted in the context of modern European practices. The objectivistic, relativistic approaches to ensure the quality of higher education and development concepts have been analyzed. The relationships between these approaches and their inherent features have been characterized. Considering the complexity and multidimensionality of the quality assurance process in higher education, assessments, control, and quality monitoring have been considered. The features of the quality assurance system, in particular its cyclical nature and focus on improvement, have been pointed out. The systems for assessing the quality of the educational process in the European educational space have been characterized. The objective and relativistic approaches to higher education quality assessment which are customary for Europe have been considered. The emergence of new innovative methods for assessing the quality of education, aimed primarily at improving it, have been noted. The external and internal evaluation in higher education quality assurance systems have been considered. It has been noted that the external quality assessment system is generally more focused on the understanding of quality associated with standards and cost-effectiveness, and internal - with improvements focused on competitiveness and development. In the context of practice, the implementation of technologies for quality assurance in higher education in Ukraine has been presented.

PROFESSIONAL PUBLIC ACCREDITATION OF EDUCATIONAL PROGRAMS IN THE EDUCATION QUALITY ASSESSMENT SYSTEM

2020 ◽  
Vol 8 (4) ◽  
pp. 1094-1105
Author(s):  
Vladimir Demidov ◽  
Dmitriy Mokhorov ◽  
Anna Mokhorova ◽  
Kristina Semenova
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Systems Approach ◽  
Technological Development ◽  
Educational Programs ◽  
Assessment System ◽  
Education Quality ◽  
Advantages And Disadvantages ◽  
Higher Education Quality ◽  
Independent Assessment

Purpose of the study: This article aims to examine professional public accreditation of educational programs as a means of ensuring that higher education remains relevant to the current socio-economic public needs in the context of shifting requirements of the labour market, digitalization of most areas of life, and new challenges in technical and technological development. Methodology: The methodological approaches to the examined phenomenon were different, which made it possible to comprehensively assess professional public accreditation of educational programs as a crucial element of independent assessment of education quality. A systems approach views professional public accreditation of educational programs as a set of measures. They aim to ensure the compliance of educational programs with the requirements of professional standards and employers' expectations. Principal Findings: the result of the study is the established need to develop professional public accreditation of educational programs in the system of independent assessment of education quality, which would make it possible to estimate the significant characteristics of an educational program and to determine whether its implementation in a specific timespan is necessary. Applications of this study: this study can contribute to the development of the specific practices of professional public accreditation of educational programs, and it can facilitate the development of the legal, theoretical, and organizational foundations of this type of public activity. Novelty/Originality of this Study: We made an attempt to analyse the role of professional public accreditation of educational programs in the system of higher education quality assessment. We studied its advantages and disadvantages, differences from other accreditation procedures, and we suggested the directions of its improvement taking into consideration the current legislation, interests of education organizations, students, their representatives, and employers.

Ascribing meaning to quality cultures in the Portuguese context

2014 ◽  
Vol 22 (3) ◽  
pp. 255-272 ◽  
Author(s):  
Amélia Veiga ◽  
Maria João Rosa ◽  
Sónia Cardoso ◽  
Alberto Amaral
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Assessment ◽  
Education Quality ◽  
Content Type ◽  
Quality Culture ◽  
Higher Education Quality ◽  
Portuguese Higher Education ◽  
Education Quality Assurance ◽  
Promax Rotation

Purpose – The purpose of this article is to discuss Portuguese academics’ views on quality assessment and the elements that are important for a better understanding of what ascribes meaning to “quality cultures” in Portuguese higher education. Design/methodology/approach – The discussion was based on the results of a survey run in 2010 among Portuguese academics on quality assessment objectives and purposes. Descriptive statistics was used to investigate academics’ support to what quality assessment was supposed to guarantee (its purposes) and which should be its objectives. Furthermore, a factorial analysis using Promax rotation (oblique) was performed to investigate if the different purposes could be grouped according to the different areas they address in terms of quality assessment, helping to uncover a rationale that could explain the answers obtained. Theoretically, the results have been analysed in the light of the “quality culture” concept. Findings – Perceptions of Portuguese academics that support internal processes of quality assurance correspond either to the responsive quality culture or the regenerative quality culture. The viable form of ideal cultures is analytically limited, and the perceptions gathered encourage “quality cultures” biased by stronger group control. Originality/value – The paper offers new insights into academics’ perceptions on quality assessment, a theme that so far has been relatively absent from higher education quality assurance studies. Furthermore, the results obtained could be useful to policymakers and quality assurance agencies when setting up evaluation and accreditation systems capable of balancing improvement associated with the group dimension and accountability coupled with the grid dimension.

scholarly journals Engineering Educators Pedagogical Training and System of Pedagogical Education Quality Assessment Based on Multi-Criteria Approach

2020 ◽  
Vol 35 ◽  
pp. 08002
Author(s):  
Elena S. Mischenko ◽  
José Carlos Quadrado
Keyword(s):  
Quality Assessment ◽  
Lifelong Learning ◽  
Low Cost ◽  
Educational Programs ◽  
Learning Technologies ◽  
Assessment System ◽  
Education Quality ◽  
Post Graduate ◽  
Pedagogical Training ◽  
E Learning

The EngineeriNg educaTors pEdagogical tRaining (ENTER) project aims at creating a novel multicultural and international approach for formal post-graduate professional and pedagogical education for engineering educators. It is focused on low cost and convenience, thus strongly based on e-learning technologies, whenever feasible, and designed with the objective of being internationally recognized and accredited. It is proposed a hierarchy of 3 structured educational programs for engineering educators, in the context of the European Qualifications Framework for Lifelong Learning. The methodology and quality assessment system of the developed programs are based on a multi-criteria approach and provide an adequate level of engineering educators training.

Are You There God? It’s Me, a College Student: Religious Beliefs and Higher Education

2015 ◽  
Vol 15 (4) ◽  
pp. 2111-2137 ◽  
Author(s):  
P. Wesley Routon ◽  
Jay K. Walker
Keyword(s):  
Higher Education ◽  
College Students ◽  
Academic Success ◽  
Religious Identity ◽  
Longitudinal Survey ◽  
Institutions Of Higher Education ◽  
Religious Service ◽  
Religious Service Attendance ◽  
Programs Of Study ◽  
Service Attendance

Abstract Drawing data from a longitudinal survey of college students from 514 institutions of higher education, we add to the discussion on the education–religion puzzle by providing information on specifically which college students experience the most religiosity change, investigating multiple change measures (conviction strength, service attendance, and religious identity), and estimating which programs of study and collegiate experiences cause the most change. We also provide an analysis of students who seek or initially sought an occupation within the clergy. Among our findings, 56% of students report changes in the strength of their religious convictions during college, while 45% report changes in religious service attendance frequency. Of those who matriculate as religious, about 9% lose their religion by graduation. Of those who matriculate with no religious identity, an impressive 33% graduate with one. Choice of institution, major of study, academic success, and many other collegiate experiences are shown to be determinants of these changes.

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