scholarly journals Evaluación de la universidad. Criterios de calidad

10.14201/2809 ◽  
2009 ◽  
Vol 10 ◽  
Author(s):  
Gonzalo Vázquez Gómez ◽  
Antoni J. Colom Cañellas ◽  
Jaime Sarramona López
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Quality Criteria ◽  
Scientific Productivity ◽  
University Teaching ◽  
University Teachers ◽  
Institutional Evaluation ◽  
Quality In Higher Education ◽  
The University

RESUMEN: En este estudio se analizan tres cuestiones básicas: los precedentes y el modelo de la evaluación institucional de la universidad española y europea, una propuesta de evaluación de la calidad de la docencia del profesorado universitario y la evaluación de la productividad científica de los profesores de universidad. El conjunto del artículo responde a un enfoque sistèmico. Se pretende vincular la evaluación a la innovación y a la gestión de la calidad del conjunto de la organización universitaria.ABSTRACT: Three questions are analyzated in this study: the origins and the model of institutional evaluation of University in Spain and in Europe, a proposal of evaluation of quality of the university teaching, and the quality assessment of the scientific productivity of the university teachers. The study responds to a systemic approach of the quality in higher education. It proposes to connect the quality criteria with the innovation, and the management of quality inside of the university institution.

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.

scholarly journals Evaluating the performance of teaching staff members, a step towards teaching performance development of higher education in Sebha University

2021 ◽  
Vol 20 (3) ◽  
pp. 21-26
Author(s):  
Zamzam Amhimmid Mare
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
University Teaching ◽  
Analytic Description ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Staff Members ◽  
Performance Development ◽  
The University

This study aims to show the importance of evaluating the teaching performance level of the University teaching members. It also aims to provide the suggested mechanisms for evaluating the teaching performance of the teaching staff members of Sebha University. This study was based mainly on documents and analytic description to collect information about the importance and ways of evaluating teachers with reference to some of the international experiences on teaching performance development. This study concluded that the absence of an experienced entity that would develop the teaching performance of faculty members is one of the main reasons for the weak teaching performance at Sebha University. Based on the results of the study, it is recommended that there should be a planned system based on measured standards and criteria for evaluating staff members to improve the quality of teaching in the higher education domain. 

scholarly journals Conception Et Analyse De La Structure Factorielle D’un Outil Informatisé D’évaluation Des Enseignements

2016 ◽  
Vol 12 (7) ◽  
pp. 109
Author(s):  
Chemsi Ghizlane ◽  
Sadiq Mounir ◽  
Radid Mohamed ◽  
Talbi Mohammed
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Reliability And Validity ◽  
University Teaching ◽  
Online Tool ◽  
Teaching System ◽  
Quality Of Teaching ◽  
Educational Task ◽  
The University

Students‘ assassment of the quality of teaching and educationis a valuable tool through which lecturers can find out what the participants think of their educational task. This is a kind of assessment which is embeded right in the centre of the pedagogical act and which brings together the principal agents pertaining to the university teaching system (students, lecturers, and the staff in charge). However, this form of assessment is disputed as it encounters significant obstacles, namely difficulties in terms of the management of this assessment as well as in terms of reliability and validity of its measuring tools. This paper aims at providing the necessary steps for an elaboration and a foundation of an online measure of evaluating teaching and education. Such a computerised evaluation is to be administeredby students who are studying at the Faculty of Science, Ben M’Sik - Casablanca, Morocco. To begin with, in this online tool of evaluatin we shall describe the stages of this elaboration, includingcertain chosen criteria. Secondly, we will show the way in which the functionalities and possibilities of an online tool of assessment can effectively be handledby students within an institute of Higher Education. In concludion,we end this study by providing a factor analysis of this computerised instrument: this is to be carried out through the most important measures, namely, validity and authenticity.

scholarly journals What do university teachers do all day (and often into the night)?'

2010 ◽  
Vol 7 (1) ◽  
pp. 5-23
Author(s):  
Josie Arnold ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Personal Narrative ◽  
University Research ◽  
Learning Activities ◽  
University Teaching ◽  
University Teachers ◽  
Definition Of ◽  
The University ◽  
The Impact

Teaching and the student experience are interlocked. This paper takes a personal look at the pleasures and pressures of teaching in contemporary higher education. In doing so it adds to the definition of teachers’ work in higher education, surveys some of the creative and positive sides of University teaching and shines a light upon the impact of increased commercialisation and managerial approaches upon academic work. It focuses upon the teaching and learning activities that academics undertake in the service of the university, including the research that adds to and updates their own knowledge, and hence underpins their teaching, so as to enable and enrich the learning journeys of their students. This paper has been written as a personal narrative, as what I have come to call a ‘subjective academic narrative’. The ‘subjective’ refers to acknowledgement of the inevitability of the personal being an integral part of research; the ‘academic’ refers to the analytical and the intellectual ambience in which university research takes place; and the ‘narrative’ refers to the story, that is, the way in which we re-tell all of our research. Above all, this paper contributes to a sense of understanding some of the elements of teaching that are involved in student engagement.

scholarly journals Communication and didactics, the difficult but needful symbiosis in higher education systems

2019 ◽  
Vol 2 (2) ◽  
pp. 1-13
Author(s):  
Stefano Mustica
Keyword(s):  
Higher Education ◽  
European Commission ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
University Teaching ◽  
University Teachers ◽  
Equal Importance ◽  
The Individual ◽  
Teaching Learning ◽  
The University

Abstract The first purpose of the university system is to deliver qualitative education through solid didactics/educational, but not many university structures seem really interested in the subject. Sets of laws, measures, rules, and prescriptions of all kinds are in fact relegating it to a corner, making it less and less central and effective while also increasing the difficult to decipher, update and innovate it. As a matter of fact, the issue of modernization of teaching methods has been tackled decisively by the European Commission, which has placed it among the priorities of its agenda. By acting in this way, EU is manifesting the conviction that a better quality for higher education will determine a growth in development and competitiveness not only for the Union itself but also for the individual universities that will define a strategy to improve the level of their teaching and learning and to give equal importance to research and teaching. In its report on the theme of modernization and quality of teaching and learning, the European Commission summarizes its conclusions in 16 recommendations, including: - the need for adequate teaching training for teachers; - the need for the merits of teachers who make a significant contribution to improving teaching and learning methods to be recognized and rewarded. But in order to achieve such quality prospects, it is necessary for university teachers to combine the knowledge of their discipline with specific communicative, cognitive and, more generally, relational skills. All this must become a principle of the university teaching of the future. However, on a practical level, it is not uncommon to meet teachers who are not sufficiently attentive to these dimensions of the teaching-learning dynamic, failing to identify the “language” capable of transferring their theoretical/practical knowledge in the function of real learning of the student.

scholarly journals A Personal Reflection on the Key Challenge for Higher Education: Improving the Quality of University Instruction

2021 ◽  
pp. 269-274
Author(s):  
David Dill
Keyword(s):  
Higher Education ◽  
University Teaching ◽  
Laboratory Instruction ◽  
Societal Impact ◽  
Personal Reflection ◽  
Academic Quality ◽  
Continuous Development ◽  
Norms And Values ◽  
The University

AbstractSince the founding of the University of Bologna in 1088, the quality and societal impact of university-based research has steadily risen and is widely expected to continually improve in the future. But, while the effectiveness of university teaching over this same period has improved through the adoption of laboratory instruction, the seminar method, tutorials, and more valid and reliable means of assessing students, the qualitative enhancement and continuous development of instruction compared to research appears less certain. Why does this difference exist? I will argue the cause is to be found in the limitations of universities’ traditional collegial culture and in the failure of recent national efforts to improve academic quality to effectively address academic norms and values.

scholarly journals PÉDAGOGIE UNIVERSITAIRE RÉNOVÉE À L’ÉPOQUE DE LA PANDÉMIE : COMMENT PASSER DE L’AUTRE CÔTÉ DE L’ÉCRAN ?

Neofilolog ◽  
2021 ◽  
pp. 249-264
Author(s):  
Jolanta Sujecka-Zając
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The State ◽  
University Teaching ◽  
University Teachers ◽  
Virtual Classes ◽  
Pedagogie Universitaire ◽  
The University

The 2020/2021 pandemic year has been difficult for teachers at all levels of education including higher education. There was a need to switch quickly to another type of education that would achieve the same objectives as before. How did the university teachers face this challenge? What consequences have been drawn for university teaching in general? We propose to take a global perspective of the state of current university pedagogy to highlight the need to renovate its approaches and to put the learner at the center of the process so to provide pedagogical support in his learning. We will analyze the results of three surveys concerning remote teaching and learning in Poland and in Europe. Finally, we will show what tools can be used to better monitor students` learning in virtual classes. 

scholarly journals Staff Development Needs In Pakistan Higher Education

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Muhammad Hameed Ullah ◽  
Muhammad Naeem Ullah Khan ◽  
Ali Murtaza ◽  
Muhammad Naseer Ud Din
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Classroom Management ◽  
Philosophy Of Education ◽  
University Teaching ◽  
Learning Theories ◽  
Teaching Staff ◽  
University Teachers ◽  
Professional Attitude ◽  
The University

Staff development is very significant for the achievement of overall goals of higher education in Pakistan. The success of innovations depends largely upon the skills of instructors; but in Pakistan, the people with a simple masters degree (without any pedagogical training) are  inducted as teaching staff at the university level, so it is time to explore whether or not the inducted teachers feel the need for training. Further to be explored are areas in which they are interested in being trained. Therefore, the objectives of study were 1) to explore the training needs for university teaching staff, 2) to identify the areas in which development is needed by the teaching staff of the universities in Pakistan, and 3) formulation of recommendations for staff development in Pakistan to improve education at the higher level.  The sample comprised of 20% randomly-selected teaching staff of ten selected universities, degree-awarding institutions from the public sector, and 40% teaching staff of ten selected universities from the private sector. A self-developed questionnaire, consisting of 41 items to be responded to on a five-point Likert scale and two open-ended questions, was used to collect data.  The principal researcher approached all the respondents personally by repeated visits and got the completed questionnaires, so this questionnaire also served the purpose of an interview. The analysis of data revealed that the university teachers need training in the following areas: philosophy of education, Islamic philosophy of education, educational psychology, research techniques, professional trends, professional competencies, professional attitude, professional ethics ,global innovations in teaching strategies, classroom management, counselling and guidance, student discipline, communication skills, learning theories, and supervision. Therefore, it is recommended that they may be included in the training curriculum of university teachers.

Quality Assessment of Higher Education in Latin American University

2020 ◽  
pp. 327-354
Author(s):  
Rafael Ignacio Pérez-Uribe ◽  
Gloria Sierra ◽  
Sandra Bibiana Clavijo-Olmos
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Latin American ◽  
Quality Management System ◽  
Institutional Culture ◽  
American University ◽  
Face To Face ◽  
Institutional Evaluation ◽  
The University

The purpose of the chapter is to present the experience of the evaluation based on competences, through an institutional evaluation program that verifies the quality of the training as a process of quality assurance and as part of the Quality Management System in a Latin American university. It will describe the academic process called Assessment Center that designs, manages, and implements the program of undergraduate and postgraduate evaluation in face-to-face and virtual modality, and that has an objective to develop the project of Evaluation in Higher Education by Competences based on the Pedagogical Model of the College. Finally, this chapter aims to demonstrate from an experience in higher education the importance of quality as an integral part of the institutional culture of a Latin American university, as well as the collective and individual intentionality of the educational communities, in such a way that it is reflected in the processes and tasks that are carried out in the university institutions.

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