Teacher Formation Limits of Institutional Assessment According to New Settings of Teaching Work in Higher Education

2014 ◽  
Vol 4 (11) ◽  
pp. 930-940
Author(s):  
Ada Augusta Celestino Bezerra ◽  
Maria de Lourdes Santos Figueiredo Leite
Keyword(s):  
Higher Education ◽  
Institutional Assessment ◽  
Teacher Formation

scholarly journals Organização do acesso e permanência das pessoas com deficiência no ensino superior a partir da instauração do Programa Incluir

2020 ◽  
Vol 24 (esp. 2) ◽  
pp. 1137-1164
Author(s):  
Patricia Tanganelli Lara ◽  
Eladio Sebastián-Heredero
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Public Policies ◽  
People With Disabilities ◽  
Institutions Of Higher Education ◽  
Institutional Policies ◽  
Teacher Formation ◽  
State Institutions ◽  
Master's Thesis ◽  
Methodological Procedures

The Incluir Program influenced institutional policies for the implementation of accessibility actions for people with disabilities in higher education, in all Brazilian states. With financial support from the MEC, Brazilian universities created and/or restructured diversity support units in Federal Institutions of Higher Education and State Institutions of Higher Education. Thus, the objective of this work is to analyze how the current situation is, from the productions of theses and master's thesis, since their publication, to understand how these Higher Education institutions have organized to support the entry and permanence of people with disabilities after this financial contribution and the publications of the inclusion public policies in Brazil. The methodological procedures of this research are qualitative and bibliographic in nature, using content analysis. The results of this investigated period revealed progress in the implementation of public policies, after 2005, with the creation of diversity support units and resources for the inclusion of young people and adults with disabilities, it was also possible to identify the need for teacher formation and for professionals working in these institutions to eliminate the attitudinal and communication barriers located in many higher education institutions.

scholarly journals A Performance-Centred Competency-Based Approach to Quality University Teaching

2019 ◽  
Vol 23 (3) ◽  
pp. 350-365
Author(s):  
Magda Francisca Cejas Martínez ◽  
Derling Jose Mendoza Velazco ◽  
Mercedes Navarro Cejas ◽  
José Lenin Rogel Villacis ◽  
Yanet Marisol Ortega Freire
Keyword(s):  
Higher Education ◽  
University Teaching ◽  
Structured Interviews ◽  
University Professors ◽  
Teacher Formation ◽  
Quality Of Higher Education ◽  
Working Environments ◽  
Flexible Working ◽  
Competency Based

Introduction. In order to encourage more flexible working environments and establish generators of sustainable development for participating countries through an educated society, various international organisations that intervene in the quality dimension within the framework of a systemic approach to Higher Education, including the World Bank, have made multiple efforts to establish various recognitions, certifications and credits pertaining to competency-based education. Materials and Methods. The research, featuring a study of theoretical-interpretative design, was based around the qualitative paradigm. Information was obtained by means of semi-structured interviews with 14 lecturers from different universities in the city of Quito in Ecuador. The data obtained were triangulated with a review of the literature carried out by the researchers. Results. The informants considered cognitive competencies to be the most relevant within the context of teacher formation. Research, planning and organisation skills were not established in importance due to university professionalisation. Additionally, the need to establish curricular changes in the Ecuadorian university pedagogy was confirmed. Discussion and Conclusion. After contrasting the opinions of university professors and formation theories, a theoretical reflection is presented in which the importance of unifying professional formation and investigative competencies is emphasised. This unification allows the quality of higher education centred around the teacher as the main actor to be increased.

Higher education, stakeholder interface and teacher formation for church schools

2019 ◽  
Vol 23 (3) ◽  
pp. 299-311
Author(s):  
Ros Stuart-Buttle
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Stakeholder Theory ◽  
Multiple Stakeholders ◽  
Teacher Formation ◽  
Stakeholder Interests ◽  
Church Schools

Church-affiliated universities operate with increasingly complex roles and functions when engaging with multiple stakeholders in the provision of higher education. This article asks how to understand and analyse the interactions when these universities are among the multiple stakeholders in Christian teacher education. What frameworks of analysis or tools of evaluation can be employed? Stakeholder theory is shown to support the identification of various community interests and involvements and enable clarification of whose perspective or priorities are to be taken into account. From a recent UK research case study, the need for greater understanding and management of stakeholder interests and activity within Christian teacher education is highlighted.

Black Students in U.S. Graduate and Professional Schools in the 1980s: A National and Institutional Assessment

1987 ◽  
Vol 57 (3) ◽  
pp. 261-283 ◽  
Author(s):  
Gail Thomas
Keyword(s):  
Higher Education ◽  
Black Students ◽  
Degree Attainment ◽  
Occupational Attainment ◽  
Professional Schools ◽  
Institutional Assessment ◽  
Education Enrollment ◽  
Professional Degree ◽  
Small Pool ◽  
Degree Recipients

While educational attainment is not upheld as a single sufficient condition for Black occupational attainment and upward mobility, the perspective of this paper is that educational investment is mandatory for Blacks, given the historical and persistent disadvantage of race in this society. With this perspective as its premise, the article documents the recent higher-education enrollment and degree-attainment status of Black Americans. What is concluded from the presentation of the available data is that: (1) Black students are not advancing and, in some cases, are losing ground relative to the momentum in higher education they achieved in the 1970s; (2) Black students remain underrepresented in graduate and professional degree attainment, particularly in the natural and technical sciences; (3) only a limited proportion of U.S. colleges and universities have contributed to the small pool of Black degree recipients in the natural and technical sciences. Further, the author suggests that a combination of individual and institutional-level efforts is needed in order to advance the higher educational participation and success of Black students.

Lip Service or Actionable Insights? Linking Student Experiences to Institutional Assessment and Data-Driven Decision Making in Higher Education

2017 ◽  
Vol 88 (6) ◽  
pp. 835-862 ◽  
Author(s):  
Bradley E. Cox ◽  
Robert D. Reason ◽  
Barbara F. Tobolowsky ◽  
Rebecca L. Brower ◽  
Shawna Patterson ◽  
...  
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Data Driven ◽  
Student Experiences ◽  
Data Driven Decision Making ◽  
Institutional Assessment

Should science be evaluated?

2021 ◽  
pp. 053901842110221
Author(s):  
Maxim Khomyakov
Keyword(s):  
Higher Education ◽  
Research University ◽  
Research Assessment ◽  
University Rankings ◽  
Opportunistic Behavior ◽  
Costs And Benefits ◽  
Institutional Assessment ◽  
Ethical Assessment ◽  
World University Rankings ◽  
Higher Education Organizations

This article discusses different approaches to the evaluation of science and higher education. The author distinguishes three types of research assessment: one where substantial evaluation is an integral part of the research itself, a moral one, which implies ethical assessment of the research procedures and its implications, and a utilitarian assessment, which refers to the weighting of the research costs and benefits for society. It is this third type of evaluation that the article discusses in details. The author demonstrates that instead of evaluating costs and benefits per se, utilitarian evaluation today is based upon bibliometric indicators, which provide false expectations of objectivity and quantifiability and about the democratic nature of such research assessment. Bibliometric research indicators form also the basis of the institutional assessment of higher education organizations in the framework of world university rankings. The article problematizes the simplified concept of research university, in correspondence to which higher education institutions are evaluated according to the conducted research. The author claims that quantitative evaluation motivates individuals and organizations to adopt a certain type of opportunistic behavior, harmful for the organic development of research.

scholarly journals Repositório institucional da Universidade Federal da Bahia: apontamentos para a construção preliminar de um instrumento de avaliação

2020 ◽  
pp. 38-51
Author(s):  
Davilene Souza Santos ◽  
Flávia Goulart Mota Garcia Rosa
Keyword(s):  
Higher Education ◽  
Assessment System ◽  
Assessment Instrument ◽  
Institutional Repository ◽  
Institutional Assessment ◽  
Evaluation Standards ◽  
Education Assessment ◽  
Higher Education Assessment ◽  
Institutional Evaluation ◽  
Term Evaluation

This article seeks to identify in the literature approaches that contribute to the construction of the assessment instrument for the Institutional Repository of the Federal University of Bahia, in order to serve the repository and contribute to the institutional assessment of the National Higher Education Assessment System (SINAES). The methodology used was the strategic search for the term “evaluation of repositories” and observation of the Repository. The results show the need for discussion, given the lack of standardized documents that support the repositories evaluation. We verified some initiatives, such as the Federal Universities of Santa Catarina and Ceará. We believe that debates on the theme can be intensified and that individual initiatives tend to build criteria and evaluation standards for repositories, so that they can be used as a resource for the evaluation of other repositories as well as institutional evaluation as a whole.

scholarly journals Wikis as a Tool for Co-constructed Learning in Higher Education – An Exploratory Study in an Albanian Higher Education

2021 ◽  
Vol 16 (24) ◽  
pp. 191-204
Author(s):  
Gerda Sula ◽  
Shqipe Haxhihyseni ◽  
Kozeta Noti
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Continuous Process ◽  
Communist Country ◽  
Exit Exams ◽  
Middle Income ◽  
Teacher Formation ◽  
Group Members ◽  
Student Reflections ◽  
Academic Year

This study explores the effectiveness of wikis in a teaching course in teacher formation and its pedagogical implications with the aim of determining whether wikis will influence the learning experiences and the learning out-comes of the students in a middle-income, post-communist country as Albania. For this, we implemented student-generated wikis into a master’s course on teaching and examined student reflections on their learning outcomes and other pedagogical effects. A mixed method methodology was employed. The findings of the study were informed by triangulating data from the analysis of the student-generated wikis, students’ reflections on the experience, as well as a comparison of the learning outcomes based on the exit exams of this group of students and the group of the prior academic year. Our data suggest that wikis help support collaborative learning, but at the same time they also encourage independent thinking. Teachers’ authority is minimized, empowering students’ ownership and authorship, leading to a continuous process of modification and improvement through interactions among group members via wikis. The data present compelling evidence in favor of wikis, as an organic tool to facilitate co-constructed learning which students seem to enjoy.

scholarly journals Framing Student Perspectives into the Higher Education Institutional Review Policy Process

2015 ◽  
Vol 45 (4) ◽  
pp. 361-382
Author(s):  
Cheryl Poth
Keyword(s):  
Higher Education ◽  
Policy Process ◽  
Institutional Policy ◽  
Multiple Perspectives ◽  
Policy Document ◽  
Institutional Assessment ◽  
Institutional Review ◽  
Measuring Achievement ◽  
Enhance Student Learning

It is necessary and desirable to enhance student learning in higher education by integrating multiple perspectives during institutional policy reviews, yet few examples of such a process exist. This article describes an institutional assessment policy review process that used a questionnaire to elicit 269 students’ perspectives on a draft policy document. Among the key findings were a lack of focus on using assessment to inform instruction, and a lack of clarity around the purposes for assessment. Within the final policy, there seemed to be an absence of focus on assessment as supporting learning and informing instruction, although there was a significant focus on the role of assessment in measuring achievement, despite students’ emphasis on the former two characteristics. The study’s implications point to the important theoretical contributions students offer to institutional policy reviews, and the practical challenges institutions face in providing mechanisms that facilitate engagement and reflect shifts in culture.  

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