scholarly journals CONTRIBUIÇÕES DO MODELO DE EXCELÊNCIA EM GESTÃO (MEG) PARA LABORATÓRIOS DE INSTITUIÇÕES DE ENSINO SUPERIOR (IES) E A SUA RELAÇÃO COM A NORMA ABNT NBR ISO/IEC 17025

e-xacta ◽  
2018 ◽  
Vol 11 (1) ◽  
pp. 65
Author(s):  
Thaiara Oliveira da Silva ◽  
Lynceo Falavigna Braghirolli ◽  
Morgana Pizzolato
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Quality Teaching ◽  
Efficient Management ◽  
Quality Of Teaching

<p><em>Na busca por melhor qualidade de ensino, visando captar recursos de investimentos por parte dos órgãos governamentais é necessário que haja equilíbrio entre a melhora dos resultados financeiros e a qualidade do ensino. Desta forma, os laboratórios de Instituições de Ensino Superior (IES) devem primar por uma gestão eficiente. O objetivo deste trabalho é analisar as contribuições do Modelo de Excelência em Gestão (MEG) para a gestão de um laboratório de IES e sua relação com a norma ABNT NBR ISO/IEC 17025, implantada pelo laboratório em estudo. Realizou-se entrevistas com os colaboradores do laboratório e foi feita a avaliação do laboratório por meio do MEG. Constatou-se ao término do trabalho que somente com a avaliação do MEG de 250 pontos não foi possível identificar todos os problemas que o laboratório enfrentava e que a norma ABNT NBR ISO/IEC 17025 contribuiu para a obtenção de uma nota positiva na avaliação pelo MEG.</em></p><p><em> </em></p><p><em>ABSTRACT</em></p><p><em></em><em>In the search for more quality teaching and to capture funds from government investments, there is a need to balance the improvement of financial results and the quality of teaching. Therefore, the Laboratories of Higher Education Institutions (IES) are responsible for efficient management of this factors. The aim of this work is to analyze the contributions of the Management Excellence Model (MEG) for the management of an IES laboratory and its relationship with the ABNT NBR ISO/IEC 17025 standard. Hence, an interview with the members of the laboratory was carried out and the evaluation of the laboratory was performed through the MEG. It was possible to verify that only with the evaluation of the MEG of 250 points it was not possible to identify all the problems that the laboratory was facing. The ABNT NBR ISO / IEC 17025 standard contributed to the achievement of a positive mark in the MEG evaluation.</em></p>

Report

1998 ◽  
Vol 12 (3) ◽  
pp. 181-184
Author(s):  
Tim Feest
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Problem Area ◽  
Added Value ◽  
Quality Of Teaching ◽  
Engineering Company ◽  
Key Factor ◽  
The Relationship

The author attended the Annual Assembly of the Engineering Professors' Council, held at St Catherine's College, Oxford, on 6–8 April 1998. He reports on the presentations, discussions and debates. The principal concern was the relationship between the higher education sector and engineering employers and the need for higher education institutions to recognize and deliver engineering graduates with sufficient ‘added value’ to be capable of quickly adding to the value of an engineering company. Measuring the quality of teaching and research in UK universities, a key factor in adding value to students, remains a problem area for the academic staff.

scholarly journals Optimal Standards to Measure the Quality of Higher Education Institutions in Oman: Stakeholders’ Perception

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402094744
Author(s):  
Amal Said Al-Amri ◽  
Priya Mathew ◽  
Yong Zulina Zubairi ◽  
Rohana Jani
Keyword(s):  
Higher Education ◽  
Community Involvement ◽  
Entire Range ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Quality Of Higher Education ◽  
Quality Of Teaching

Higher education institutions (HEIs) are increasingly being held accountable for maintaining quality in their activities by governments, industry, students, and the community as a whole. Accreditation agencies formulate assessment criteria covering the entire range of HEI activities so that the quality of HEI activities can be measured. However, as the perceptions of stakeholders varies of what makes a good HEI, it is crucial to investigate their opinions about the standards set by these agencies. This study uses focus group discussions involving Omani HEI stakeholders, including students, HEI staff, and employers, to gain insights into their perceptions on the most significant standards set by Oman Academic Accreditation Authority (OAAA) in measuring the quality of HEIs. It was found that stakeholders’ views of the key standards that measure HEI quality varies. Students were in favor of the standards related to the quality of teaching and learning. Students also show a good level of awareness about employers’ priorities. Employers were more concerned about the research skills of graduates and their industry and community involvement. There was also some agreement between staff and employers on the importance of governance and management. This study provides HEIs, OAAA, and partner universities insights into stakeholder priorities and concerns.

scholarly journals The Green Box Project: Environmental Education in a Crate

2018 ◽  
Vol 1 ◽  
pp. 70-75
Author(s):  
Ruth Massey ◽  
Anneri Pretorius
Keyword(s):  
Higher Education ◽  
Environmental Education ◽  
Community Engagement ◽  
Teaching And Learning ◽  
Basic Problem ◽  
Resource Constraints ◽  
Higher Education Institutions ◽  
Quality Of Teaching ◽  
Green Box

Although the quality of teaching and learning of geography in many schools is worrying, another more basic problem is that of teachers lacking basic resources to use in their classrooms. Higher education institutions are expected to engage with and be of service to society and its needs. The Green Box Project is reported on as a practical and sustainable solution to address the resource constraints that many teachers of geography contend with; a way of improving the quality of teaching and learning in schools; and a model to be used by higher education institutions for community engagement.

scholarly journals Why recognising and rewarding excellent teaching in universities matters for students

2018 ◽  
Author(s):  
Denise Chalmers
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Quality Of Education ◽  
Excellent Teaching ◽  
Quality Of Higher Education ◽  
Quality Of Teaching ◽  
Excellent Teachers ◽  
Higher Education Teaching ◽  
Professor Level

There is greater focus on the quality of higher education teaching and how we reward and recognize excellent teaching. There are questions from governments about the quality of teaching and a desire to identify excellence. In Australia and beyond, higher education institutions have been working towards clarifying their criteria and expectations of what constitutes excellent teaching. They are reviewing their policies and practices to enable their excellent teachers to access development and support so they might be rewarded through promotion. An inceasing number of universities and higher education institutions are now promoting their excellent teachers through to professor level. This is important not just for the academics and teachers themselves, but for the quality of education that students receive.

scholarly journals Exploring predictors of instructional resilience during emergency remote teaching in higher education

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Joshua Weidlich ◽  
Marco Kalz
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Prior Experience ◽  
Teaching Quality ◽  
Personality Factors ◽  
Quality Of Teaching ◽  
Teaching In Higher Education ◽  
Shed Light

AbstractIn 2020, Higher Education institutions were pressed to swiftly implement online-based teaching. Among many challenges associated with this, lecturers in Higher Education needed to promptly and flexibly adapt their teaching to these circumstances. This investigation adopts a resilience framing in order to shed light on which specific challenges were associated with this sudden switch and what helped an international sample of Higher Education lecturers (N = 102) in coping with these challenges. Results suggest that Emergency Remote Teaching was indeed challenging and quality of teaching was impeded but these effects are more nuanced than expected. Lecturers displayed instructional resilience by maintaining teaching quality despite difficulties of Emergency Remote Teaching and our exploration of predictors shows that personality factors as well as prior experience may have supported them in this. Our findings may contribute to the emerging literature surrounding Emergency Remote Teaching and contributes a unique resilience perspective to the experiences of Higher Education lecturers.

Sign in / Sign up

Export Citation Format

Share Document