scholarly journals COMUNICAR E INFORMAR AL ESTUDIANTADO: RETOS DE LOS COMPROMISOS DE MEJORAMIENTO DE LAS CARRERAS UNIVERSITARIAS

2017 ◽  
Vol 8 (1) ◽  
pp. 54-93
Author(s):  
Alexandra Arrieta-Espinoza ◽  
Elsiana Guido-Guido
Keyword(s):  
Mass Communication ◽  
Evaluation Process ◽  
French Language ◽  
Information Communication ◽  
Academic Evaluation ◽  
Self Evaluation ◽  
Quality Certification ◽  
Academic Units ◽  
Information Media ◽  
The University

Este artículo presenta un estudio realizado en el marco del compromiso de mejoramiento resultante de un proceso de autoevaluación de la carrera de Bachillerato en Francés. El estudio, realizado por docentes de la comisión de autoevaluación de la carrera, contó con la asesoría del Centro de Evaluación Académica e indagó sobre los medios de información y comunicación más utilizados por su estudiantado, con el fin de optimizar la divulgación y la comunicación de temas relativos a la carrera. Los resultados obtenidos reflejan que, posiblemente como resultado del desarrollo tecnológico, las personas universitarias jóvenes privilegian la comunicación de aspectos académicos por medios más dinámicos y que las unidades académicas no utilizan el mismo canal de comunicación que usan y prefieren estos; esta situación supone retos para el diseño de estrategias de divulgación de diversos aspectos académicos derivados de los procesos de calidad y mejora continua de las carreras universitarias, en donde se transita de un modelo de comunicación de masas – unidireccional- a un modelo de comunicación en red – más horizontal.COMMUNICATE AND INFORM STUDENTS: CHALLENGES FOR THE UNIVERSITIES' COMMITMENT WITH IMPROVEMENT AbstractThis article presents a study made conducted in the framework of a self-evaluation process of the French Language Baccalaureate program at the Universidad de Costa Rica (UCR) in 2015.  The study was carried out by THE staff in charge of the self-evaluation process, and relied on the advice of the Center for Academic Evaluation. It examines the communication and information media or mechanisms that were most used by the students, in order to improve the communication of information related to the program. The results of the study suggest that young university students prefer more dynamic media, while the academic units tend to privilege other communication channels. This situation poses a challenge regarding the design of the communication strategies to be used to convey aspects of the quality assurance and continuous improvement plans of the university majors. A transition from unidirectional mass-communication schemes to more horizontal networking schemes is to be expected.Keywords: self-evaluation process; commitment to improvement; quality certification; media; information; communication

scholarly journals Desarrollo de un sistema de información como apoyo en la autoevaluación para el proceso de acreditación

2019 ◽  
Vol 6 (2) ◽  
pp. 31-36
Author(s):  
J.A. Sandoval Bringas ◽  
M.A Carreño León ◽  
N.I. Higuera Castillo ◽  
I. Durán Encinas
Keyword(s):  
Continuous Improvement ◽  
Educational Program ◽  
Evaluation Process ◽  
Educational Programs ◽  
The Self ◽  
Evaluation Instrument ◽  
National Accreditation ◽  
Self Evaluation ◽  
Design And Implementation ◽  
The University

En el ámbito universitario para asegurar la calidad y el mejoramiento continuo de los programas educativos, es necesario someterse a un proceso de evaluación a través de un organismo acreditador. Dentro de este proceso, el primer paso necesario es la autoevaluación del programa educativo, el cual consiste en reunir información sustantiva que permita evidenciar el cumplimiento de los criterios que ha establecido el organismo acreditador. Las Tecnologías de la Información (TI) se han convertido en un componente fundamental de las universidades en todos sus ámbitos: docencia, investigación y administración. En el presente trabajo, se presenta el diseño y la implementación de un sistema de información que permite concentrar las evidencias de las diferentes categorías e indicadores del instrumento de evaluación utilizado por el Consejo Nacional de Acreditación en Informática y Computación (CONAIC). In the university context to ensure the quality and continuous improvement of educational programs, it is necessary to undergo an evaluation process through an accrediting body. Within this process, the first necessary step is the self-evaluation of the educational program, which consists of gathering substantive information that makes it possible to demonstrate compliance with the criteria established by the accrediting body. Information Technology (IT) has become a fundamental component of universities in all their fields: teaching, research and administration. In this paper, the design and implementation of an information system that allows to concentrate the evidences of the different categories and indicators of the evaluation instrument used by the National Accreditation Council in Computing and Computing (CONAIC) is presented.

scholarly journals A avaliação institucional da Unesp: um processo de contrução coletiva

2019 ◽  
Vol 79 (193) ◽  
Author(s):  
Thereza Marini
Keyword(s):  
Statistical Models ◽  
Evaluation Process ◽  
Academic Evaluation ◽  
Institutional Evaluation ◽  
Research And Teaching ◽  
The University

Relato interpretativo do processo de avaliação institucional da Universidade Estadual Paulista (Unesp), com ênfase na metodologia do seu desenvolvimento. Mediante um trabalho coletivo numa rede de relações democráticas, a avaliação realizou-se por um processo valorativo das atividades relevantes às funções-fim da instituição, à vista de seus recursos e de seu contexto sociohistórico. Iniciada com a avaliação dos seus 207 departamentos agrupados segundo seus campos de pesquisa e ensino (Ciências Humanas, Biológicas e Exatas), a experiência deflagrou "uma atividade particular, contínua e cíclica, incorporando vários métodos e envolvendo várias fases e operações" nos seus 15 campi e 24 unidades universitárias no período 1991-1994. As informações foram obtidas de indicadores selecionados pelos departamentos das unidades universitárias, tendo em vista objetivos e princípios previamente definidos. É em consonância com estes que se pode afirmar que a avaliação da Unesp contribuiu para o desenvolvimento de um processo de reflexão e debate favorável à construção de uma autoconsciência institucional e de uma identidade explícita, além de fornecer subsídios para a tomada de decisões que favoreçam a implementação de um projeto de universidade definido coletivamente. Palavras-Chave: avaliação institucional; indicadores; Comissão Permanente de Avaliação Acadêmica (CPAA); modelos estatísticos. Abstract The article analyses the institutional evaluation process of Universidade Estadual Paulista (Unesp) underlying the methodology of its development. Within a democratic relation network the evaluation was carried out through a process that describes and assess those activities that are relevant for both the functions and the goals of the institution, in view of its resources and social-historic context. The work starts evaluating 207 departments that make up the Unesp, classified into three groups of research and teaching (Human and Biology Sciences, Tecnology). The evaluation created "an especific, continuous and cyclical activity that involves different phases and operations" in its 15 campi and 24 university units, during the period 1991-1994. The information was gotten from indicators selected by the university units departments that took into consideration the objectives and principles which were previously defined. This Unesp evaluation has become helpful for the development of a process of continuous reflexion and debate that aims to build up an institutional self-conciousness and an explicit identity as well as providing finantial support for taking decisions that promote the implementation of a university project that is defined collectively. Keywords: institutional evaluation; indicators; Committee of Permanent Academic Evaluation (CPAA); statistical models.

A regulatory focus approach to the self evaluation process

2005 ◽  
Author(s):  
Geoffrey Leonardelli ◽  
Jessica Lakin ◽  
Robert Arkin
Keyword(s):  
Regulatory Focus ◽  
Evaluation Process ◽  
The Self ◽  
Self Evaluation

The ideal self is me: Deconstructing the self-evaluation process

2011 ◽  
Author(s):  
Corey L. Guenther ◽  
Kathryn Applegate ◽  
Steven Svoboda ◽  
Emily Adams
Keyword(s):  
Evaluation Process ◽  
The Self ◽  
Ideal Self ◽  
Self Evaluation ◽  
The Ideal

A Critical Appraisal of Assessment and Evaluation Reforms At Datta Meghe Institute of Medical Sciences (Deemed to be University) From 2006 Till 2017: A Study Protocol (Preprint)

2020 ◽  
Author(s):  
Dr. Priyanka Jaiswal ◽  
Dr. Ved Prakash Mishra ◽  
Dr. Minal Chaudhary ◽  
Dr. Sunita Vagha ◽  
Dr. Sachin Damke ◽  
...  
Keyword(s):  
Study Protocol ◽  
Critical Appraisal ◽  
Evaluation Process ◽  
Outcome Analysis ◽  
Medical Sciences ◽  
User Friendliness ◽  
Assessment And Evaluation ◽  
Need Analysis ◽  
The University ◽  
Regulations And Guidelines

UNSTRUCTURED DattaMeghe Institute of Medical Sciences has been declared as Deemed to be University [DMIMS (DU)] under section 3 of UGC Act, 1996 in the year 2005. The University examinations are conducted as per the rules, regulations and guidelines issued by the various Apical councils of India from time to time. The first University exam was conducted in the year 2006. DMIMS (DU) has initiated various reforms by its own in assessment and evaluation process based on needs. For any system to thrive, it needs to be constantly upgraded and critically evaluated. Therefore, a study is undertaken with this in mind and thereby aimed at evaluation and validation of the assessment and evaluation reforms formulated and implemented at DMIMS (DU) since its inception (year 2006).Need analysis for the assessment and evaluation reforms will be carried out on the basis of feedbacks and reports received from respective stakeholders (Students, Faculty and External examiners) from time to time. Outcome analysis of the Feedbacks and reports will be done subsequently after the implementation of the assessment and evaluation reforms. Further based on the outcome analysis, reforms will be validated into following parameters: Objectivity, Responsiveness, User friendliness, Residual component (not covered in above 3 parameters)and a satisfactory index will be derived. If satisfactory index for reform is 100%, it will be concluded that reforms are well received and good to excellent in nature. Total 33 assessment and evaluation reforms have beenimplemented since year 2006. These reforms will be categorised into Pre-Examination (n=18), On Site Examination (n=05) and Post Examination (n=10), and in each category, they will befurther classified into academic (Total =15) and administrative (Total = 18) on the basis of their domain for the ease of structuring and implementation.All the 33 reforms will be validated on the basis of defined parameters. They will be found satisfactory.

Leadership and school self-evaluation in Irish-medium immersion: A roadmap for success

2021 ◽  
pp. 174114322110152
Author(s):  
TJ Ó Ceallaigh ◽  
Aoife Ní Shéaghdha
Keyword(s):  
Quality Indicators ◽  
Cognitive Skills ◽  
Best Practice ◽  
Research Question ◽  
Evaluation Process ◽  
Successful Implementation ◽  
Language And Literacy ◽  
Evaluation Tool ◽  
Self Evaluation ◽  
Individual Interviews

While research on Irish-medium immersion education (IME) has heralded benefits such as cognitive skills, academic achievement and language and literacy development, many studies have also identified challenges to its successful implementation. Immersion-specific research-validated tools can help school leaders navigate the school self-evaluation journey, critically review and evaluate the quality of aspects of their school’s provision and plan for improvement. This paper reports on one theme, leadership, from a larger study, Quality indicators of best practice in Irish-medium immersion (Ó Ceallaigh and Ní Shéaghdha, 2017). Qualitative in nature, the study was guided by the following research question: What are IME educators’ perceptions of best practices in IME?. The study explored 120 IME educators’ perceptions of best practice in IME to inform the development of IME quality indicators. Individual interviews and focus group interviews were utilised to collect data. Data analysis revealed particular themes related to best IME leadership practices. Findings in turn informed the design of an evidence-informed school self-evaluation tool for IME settings. The various functions of the tool will be explored with a particular emphasis on building teaching and leadership capacity in IME through the school self-evaluation process.

The Female Physique: Motives Guiding Self-Evaluation

2004 ◽  
Vol 13 (2) ◽  
pp. 5-16
Author(s):  
Carolyn Vos Strache ◽  
Alana Strong ◽  
Cheree Peterson
Keyword(s):  
Southern California ◽  
Evaluation Process ◽  
The Self ◽  
Physical Aspect ◽  
Individual Response ◽  
Structured Interviews ◽  
Chi Square ◽  
Self Evaluation ◽  
Significant Measure ◽  
Chi Square Analysis

The omnipresent physical self remains for young adult females a significant measure of self-worth. Therefore, it comes as no surprise that coping strategies are as complex as they are pervasive as young women strive to maintain positive psychological outlooks despite negatively-perceived physical attributes. Self-presentational concerns may affect one’s activity choice.This study expands on the work of Taylor, Neter, and Wayment (1995) to determine which motives guide the self-evaluation processes of the physical self. An examination of structured interviews identifies which motives direct women in the self-evaluation of their bodies, and concurrently examines whether different motives determine individual response when appraising a “good” versus “not good” physical aspect. Motives, as defined by Taylor et al. (1995), were self-enhancement, self-verification, self-improvement and self-assessment. Interviews were conducted with 30 female, Southern California, undergraduate college students from Southern California, ranging in age from 19-22.A chi-square analysis revealed that women employed different motives in “good” versus “not good” body aspect comparisons (Enhancement: X2 = 21.78 p< .01; Verification: X2 = 10.05 p< .01; Improvement: X2 = 5.15 p< .05). When describing a “good” aspect, women employed the enhancement motive 92 percent of the time, verification 80 percent of the time, and improvement 15 percent of the time. For “not good” aspects, women used enhancement motive 53 percent of the time, verification 98 percent of the time, and improvement 33 percent of the time. Women used more than one motive 74 percent of the time and single motives only 26 percent of the time in the evaluation process. Direct quotes reveal that almost all the women sought out information about themselves when they thought it would reflect favorably. However, when they reported on a “not good” aspect, coping mechanisms included redirecting their attention to more positive characteristics or mentally cordoning off an area of weakness to prevent that attribute from permeating all aspects of their identity. Understanding how we think in the self-evaluation process may offer an explanation why some people are motivated to exercise and why others are not.

scholarly journals An Analytical Perspective of the Reliability of Multi-Evaluation in Higher Education

Mathematics ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1223
Author(s):  
Antonio Rodríguez Fuentes ◽  
José Luis Gallego Ortega
Keyword(s):  
Selection Process ◽  
Self Assessment ◽  
Statistical Software ◽  
Self Evaluation ◽  
Participant Selection ◽  
Analytical Perspective ◽  
Second Year ◽  
The University ◽  
And Control ◽  
And Training

It is urgent to evaluate the rest of the renewed elements within the university didactic action, overcoming the hegemony of traditional methods in which the professor constitutes as the sole evaluator. If autonomous and cooperative group-based learning is encouraged, self-assessment and co-assessment must also be promoted, apart from the traditional lecturing and evaluation by others. The assessing competence of Teacher Training degree students (n = 175) was researched, started with stratified sampling (in the second and fourth years), following a participant selection process in each group. The compiled data were subject to descriptive, inferential, and correlation analysis by means of statistical software. The results pointed to low execution levels as for the self-evaluation (individual and group), although a certain progress was identified in the four year students compared to those in their second year of study. A better execution in evaluation was observed in all students regarding co-assessment (among different work groups in the classroom) and assessment by others (towards the professor). The use of all types of assessment is proposed, having a certain awareness and training regarding self-evaluation, and counting with a full supervision and control over it. All in all, the advantages of multiple and democratic assessment surpass the drawbacks derived from them.

Universities and Their Local Partners

2002 ◽  
Vol 16 (2) ◽  
pp. 83-89 ◽  
Author(s):  
Perttu Vartiainen ◽  
Arto Viiri
Keyword(s):  
Science Park ◽  
Regional Effect ◽  
The North ◽  
Transfer Training ◽  
Academic Units ◽  
Development Processes ◽  
Local Initiatives ◽  
Research And Education ◽  
The University ◽  
And Training

In the 1990s Finland began to emphasize a ‘new’, expertise-based regional policy driven by local initiatives and networking. An essential part of this approach is the intertwining of the universities and regional development processes, in which a major role is played by such facilities as science parks. At the heart of the regional impact of the University of Joensuu is the research and training carried out in its basic academic units. The greatest regional effect of the university is due to its internationally competitive research and education, as well as to the development of strategic priority areas. The strategic focal points and strengths of the University of Joensuu, the Joensuu Science Park and the North Karelia region of Finland complement one another well. In addition to the university's own departments, a key channel for transferring expertise is the Joensuu Science Park. The park is responsible for technology transfer, training, development measures and networking with other actors in their fields of expertise.

scholarly journals Evaluation of the project making culture of the students learning the social engineering technics

2016 ◽  
Vol 6 (4) ◽  
pp. 209-223
Keyword(s):  
Social Engineering ◽  
State University ◽  
Self Evaluation ◽  
Legal Psychology ◽  
The Social ◽  
Wide Range ◽  
Development Evaluation ◽  
University Course ◽  
The University ◽  
Moscow State University

During the university course the future legal psychologists have to master a wide range of professional competencies, among them are those that can be classified as management, with an emphasis on project making competencies and their relationship with the project making professional culture. The article presents the results of students' self-evaluation competencies. This research was a part of the monitoring of learning outcomes in a number of disciplines in the Faculty of Legal Psychology, Moscow State University of Psychology and Education. The author raises the problem of defining the concepts of "project culture" and "psychological culture of project making", which still do not have a clear definition inspite of the intensive development of the socio-cultural, innovative and other forms of project making. For legal psychologists project making culture involves the acquisition of psychologically correct approaches to the development, evaluation, promotion and institutionalization of the ideas, so they can provide the solution of professional problems.

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