scholarly journals Quality control of educational process in heis: international experience

2021 ◽  
Author(s):  
Ihor Kolodii ◽  
Olha Bilyakovska ◽  
Volodymyr Mironov ◽  
Ihor Baida ◽  
Bohdan Buriak
Keyword(s):  
Quality Assurance ◽  
Teaching Quality ◽  
Educational Process ◽  
Quality Teaching ◽  
Evidence Based ◽  
Quality Development ◽  
Development Research ◽  
Practical Advice ◽  
Key Issues ◽  
Teaching In Higher Education

This article examines issues and approaches for ensuring quality teaching in universities. Incorporating the achievements of leading international figures, the article provides ideas and practical advice to help universities observe teaching quality and offers insights into how the topics raised can be directly applied. Initially, some key issues related to the topic are identified, such as: - defining evidence-based teaching quality; - training university faculty, and engaging students in developing quality teaching in higher education. Ideas and initiatives to address these challenges are presented: - Quality Assurance - what "quality assurance" means and how it can be put into practice; - Defining quality - exploring what knowledge currently exists and how it can be explored further; - Quality development - research on the development of educators through teacher training and assessment; - Quality Assurance Examples - an overview of research on quality assurance.

Quality Teaching Quality Learning

2013 ◽  
pp. 26-37 ◽  
Author(s):  
Michael Prosser
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Student Learning ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
University Teaching ◽  
Quality Teaching ◽  
Quality Enhancement ◽  
Good Teaching ◽  
Recent Developments

The aim of this chapter is to outline the results of over 20 years’ research into university teaching from a student-learning perspective, how teaching from this perspective relates to student learning (its processes and outcomes), and the implications of this research for supporting quality assurance of, quality enhancement of, and the recognition and reward of teaching and learning in higher education. These results have important implications for how we develop and implement quality assurance and enhancement processes in teaching and learning and how we recognise and reward quality teaching in higher education. If the outcomes of good teaching are quality student learning, then quality assurance, quality enhancement, and the recognition and reward for good teaching needs to focus on the students and their learning. This is a student-focused view of quality teaching. Some of these implications are described by examining some recent developments in quality assurance, enhancement, and recognition and reward at the University of Hong Kong.

scholarly journals Dennis Steve Smith 'The predictive relationship between cultural identity, value orientation, acculturation and the crosscultural student's academic motivation in the international school setting'

2015 ◽  
Vol 4 (2) ◽  
pp. 88-103
Author(s):  
N.B. Florova
Keyword(s):  
Cultural Identity ◽  
Academic Motivation ◽  
School Setting ◽  
Management Training ◽  
Teaching Quality ◽  
Educational Process ◽  
Scientific School ◽  
Evidence Based ◽  
Contemporary World ◽  
Training Motivation

The current level of global scientific school of evidence-based prevention helps to assess a student's ability to adapt to a complex society and to prevent the personality disorder. The complexity of the society in the education space is largely connected with multiculturalism. The Southeast Asian countries implement successfully for a long time evidence-based interdisciplinary, transnational projects, focused on management training motivation as a factor of the quality of an educational process. The article discusses the methodological function of cultural identity within the educational process in the contexts of adaptation problems in children with "mixed cultural background" or belonging to the "third culture" in the contemporary world, the phenomenon of their "cultural homelessness" and the specificity of their training motivation. The latest data on teaching quality forecasting resources will be of interest to specialists in educational psychology, preventology and many other domains

Development of an Evidence-Based Approach to External Quality Assurance for Breast Cancer Hormone Receptor Immunohistochemistry: Comparison of Reference Values

2011 ◽  
Vol 135 (7) ◽  
pp. 874-881
Author(s):  
Nikita Makretsov ◽  
C. Blake Gilks ◽  
Reza Alaghehbandan ◽  
John Garratt ◽  
Louise Quenneville ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Estrogen Receptor ◽  
Quality Assurance ◽  
Progesterone Receptor ◽  
Reference Values ◽  
Predictive Value ◽  
External Quality Assurance ◽  
Evidence Based ◽  
External Quality ◽  
Test Sensitivity

Abstract Context.—External quality assurance and proficiency testing programs for breast cancer predictive biomarkers are based largely on traditional ad hoc design; at present there is no universal consensus on definition of a standard reference value for samples used in external quality assurance programs. Objective.—To explore reference values for estrogen receptor and progesterone receptor immunohistochemistry in order to develop an evidence-based analytic platform for external quality assurance. Design.—There were 31 participating laboratories, 4 of which were previously designated as “expert” laboratories. Each participant tested a tissue microarray slide with 44 breast carcinomas for estrogen receptor and progesterone receptor and submitted it to the Canadian Immunohistochemistry Quality Control Program for analysis. Nuclear staining in 1% or more of the tumor cells was a positive score. Five methods for determining reference values were compared. Results.—All reference values showed 100% agreement for estrogen receptor and progesterone receptor scores, when indeterminate results were excluded. Individual laboratory performance (agreement rates, test sensitivity, test specificity, positive predictive value, negative predictive value, and κ value) was very similar for all reference values. Identification of suboptimal performance by all methods was identical for 30 of 31 laboratories. Estrogen receptor assessment of 1 laboratory was discordant: agreement was less than 90% for 3 of 5 reference values and greater than 90% with the use of 2 other reference values. Conclusions.—Various reference values provide equivalent laboratory rating. In addition to descriptive feedback, our approach allows calculation of technical test sensitivity and specificity, positive and negative predictive values, agreement rates, and κ values to guide corrective actions.

Standardization and modernization of Kazakhstan Higher education

2021 ◽  
pp. 95-101
Author(s):  
Yu.N. Pak ◽  
◽  
Zh.S. Nuguzhinov ◽  
D.Yu. Pak
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Learning Outcomes ◽  
Educational Programs ◽  
Educational Process ◽  
Professional Standards ◽  
Educational Standards ◽  
The Republic ◽  
State Educational

Worked out is the analyzes of development of the Kazakhstan system of standardization of higher education on the example of several generations of state educational standards. Their features are examined in structural terms, as well as in terms of the requirements for the compulsory minimum of the educational content, the level of preparedness of graduates and learning outcomes. The dynamics of transformations in the context of expansion of universities academic freedoms, the ratio of compulsory and university components of educational programs is shown. The role of educational and methodological associations of universities of the Republic of Kazakhstan in the development of the regulatory and legal support of the educational process is emphasized. The relevance of introducing the competence-based approach in higher education on the basis of combining educational and professional standards is noted. It is shown that inconsistent and hasty reforms, uncompetitive level of teachers’ remuneration, expanding bureaucratization, underdeveloped quality assurance culture do not contribute to the successful modernization of higher education.

Is it only ‘What works’ that ‘Counts’ in New Knowledge Economies? Evidence-based Practice, Educational Research and Teacher Education in Australia

2002 ◽  
Vol 1 (3) ◽  
pp. 257-266 ◽  
Author(s):  
Jill Blackmore
Keyword(s):  
Education Policy ◽  
Educational Research ◽  
Research Policy ◽  
Evidence Based ◽  
Policy And Practice ◽  
Nation States ◽  
New Knowledge ◽  
Knowledge Economies ◽  
Key Issues ◽  
Research In Education

Recent texts on globalisation and education policy refer to the rapid flow of education policy texts producing or responding to common trends across nation states with the emergence of new knowledge economies. These educational policies are shaping what counts as research and the dynamics between research, policy, and practice in schools, creating new types of relationships between universities, the public, the professions, government, and industry. The trend to evidence-based policy and practice in Australian schools is used to identify key issues within wider debates about the ‘usefulness’ of educational research and the role of universities and university-based research in education in new knowledge economies.

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