A critical view of  The National Student Survey as a quality indicator in Norwegian higher education

Purpose – The purpose of this paper is to explore the dilemmas that challenge reputation management in the context of higher education (HE). Design/methodology/approach – The paper introduces one Finnish multidisciplinary master's degree programme as a case in point. The empirical data comprises a student survey and semi-structured interviews with internal and external stakeholders whose work relates to the master's degree programme in question. Findings – The findings identify different types of dilemmas arising from collaboration between stakeholders of HE. Practical implications – The paper demonstrates how the dilemma-reconciliation method can be used to enhance reputation management in HE. Originality/value – The novelty of the paper is in applying dilemma theory (Hampden-Turner and Trompenaars, 2000) in parallel with reputation theories. Dilemma theory attributes reputation risks to conflicting aims.

Download Full-text

Choice and Information in the Public Sector: A Higher Education Case Study

Social Policy and Society ◽

10.1017/s1474746411000534 ◽

2012 ◽

Vol 11 (2) ◽

pp. 171-182 ◽

Cited By ~ 7

Author(s):

Jamie Harding

Keyword(s):

Higher Education ◽

Quality Of Service ◽

Public Sector ◽

Public Services ◽

Student Survey ◽

Prospective Students ◽

Consumer Evaluations ◽

The Public

Successive governments have encouraged the view of users of public services as consumers, choosing between different providers on the basis of information about the quality of service. As part of this approach, prospective students are expected to make their decisions about which universities to apply to with reference to the consumer evaluations provided by the National Student Survey. However, a case study of a post-1992 university showed that not all students made genuine choices and those who did tended to be in stronger social and economic positions. Where choices were made, they were infrequently based on external evaluations of quality.

Download Full-text

Estimation of Intellectual Capital in the Sphere of Inclusive Education by the Example of University

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.36.25051 ◽

2018 ◽

Vol 7 (4.36) ◽

pp. 1132

Author(s):

Yu. B. Nadtochiy ◽

L. S. Budovich

Keyword(s):

Higher Education ◽

Present Article ◽

Survey Data ◽

Inclusive Education ◽

Intellectual Capital ◽

Scientific Research ◽

Comprehensive Assessment ◽

Student Survey ◽

Educational Organization ◽

Further Development

The present article discusses the stages of a comprehensive assessment of the intellectual capital of a teacher in an educational organization in an inclusive education. The analysis of student survey data on the assessment of the teacher’s intellectual capital is presented. A comparison of the essence of concept and structure of intellectual capital in domestic and foreign scientific research has been carried out. Along with this, the authors propose and substantiate the criteria for evaluating the intellectual capital of an educational organization of higher education as a whole, based on the results of which it is possible to determine key areas for further development of the educational institution’s activities.

Download Full-text

Regulations to Prevent Plagiarism in Higher Education in India A Critical Appraisal

DESIDOC Journal of Library & Information Technology ◽

10.14429/djlit.39.2.14115 ◽

2019 ◽

Vol 39 (2) ◽

pp. 67-73

Author(s):

Ramesh K Pandita ◽

Shivendra Singh

Keyword(s):

Higher Education ◽

Critical Appraisal ◽

Higher Education Institutions ◽

Critical View ◽

Fine Line ◽

Education In India

The undergoing discussion presents a critical view about the various measures taken by the different governing bodies, especially by the UGC to prevent the practice of plagiarism in Higher Education Institutions in India. The discussion highlights the grey areas of the measures taken by these governing bodies to curb the practice of plagiarism and also focuses on the reasons, which more or less can be seen as a reason for triggering the practice of plagiarism across the academic and the research circles of the country, along with some other undesirable practices of publishing. The study deliberates threadbare about the misunderstandings and the mal-understandings about the plagiarism, whereby academicians and researchers are not yet able to draw a fine line to understand as what amounts to plagiarism and what not and the ways and means to overcome this practice. These and many other aspects have been touched, whereby measures taken lack rationality and how actually the forced researchers are vitiating the otherwise healthy research atmosphere of the country.

Download Full-text

HIGHER EDUCATION INTERNATIONALIZATION AS ITS QUALITY INDICATOR UNDER THE CONDITIONS OF GLOBALIZATION

Innovate Pedagogy ◽

10.32843/2663-6085-2019-13-1-10 ◽

2019 ◽

Vol 13 (1) ◽

pp. 50-53

Author(s):

M.A. Debych ◽

Keyword(s):

Higher Education ◽

Quality Indicator ◽

Higher Education Internationalization

Download Full-text

Learning for Earning: Student Expectations and Perceptions of University

International Education Studies ◽

10.5539/ies.v13n1p42 ◽

2019 ◽

Vol 13 (1) ◽

pp. 42 ◽

Cited By ~ 2

Author(s):

Sophia Gorgodze ◽

Lasha Macharashvili ◽

Anna Kamladze

Keyword(s):

Higher Education ◽

Public Universities ◽

Academic Programs ◽

The Other ◽

University Education ◽

Student Survey ◽

University Administrators ◽

Student Expectations ◽

The University ◽

Depth Interviews

In the context of increasing numbers of students enrolling in higher education in the last decade, understanding student expectations of their universities becomes more important. Universities need to know what students expect if they want to keep them satisfied and continue attracting them. On the other hand, it is also important to know whether student expectations are in line with the purpose of the universities and the causes they serve. This research explores students’ expectations and perceptions of the university in post-Soviet Georgia, as well as whether these expectations are in line with the perspectives of university administrators. For the purposes of this research, over 800 bachelor level students of different academic programs were surveyed at five big public universities across Georgia. Additionally, 10 in-depth interviews were conducted with university administrators to learn about the purpose that public universities try to serve and to understand their perspectives on what should be expected of university. After the analysis of the results, two focus groups were conducted with the students in Western and Eastern Georgia to make sense of the findings obtained through the student survey. Finally, 4 in-depth interviews were conducted with experts to understand their perspectives on the actual findings of this research. The results suggest that employment is the main expectation from a university education. Moreover, there is a mismatch between what students identify as their primary expectation and what administrators believe students should expect. Significance and implications of these results for universities are discussed.

Download Full-text

Student Perceptions of the ‘Best’ Feedback Practices: An Evaluation of Student-Led Teaching Award Nominations at a Higher Education Institution.

Teaching & Learning Inquiry The ISSOTL Journal ◽

10.20343/teachlearninqu.7.2.8 ◽

2019 ◽

Vol 7 (2) ◽

pp. 121-135

Author(s):

Tom Lowe ◽

Cassie Shaw

Keyword(s):

Higher Education ◽

Student Perceptions ◽

Student Perception ◽

Education Institution ◽

Student Survey ◽

The United Kingdom ◽

Teaching Awards ◽

Teaching Award ◽

Emerging Themes ◽

The University

The construction of what students constitute to be “good” feedback often plagues the minds of academics, who seem to continuously search for the holy grail of what it is exactly students want from their feedback in Higher Education. This aspect of the student experience in assessment and feedback continues to elude institutions by the nationally lower average scores in the United Kingdom annual National Student Survey questions on timely/prompt feedback (NSS, 2017, Gartland et al 2016) which makes this a topical area for exploration and discussion. To investigate student perceptions of feedback in an alternative method, this article examines the qualitative data from three years of Student-Led Teaching Awards (STLA) nominations for the category “Best Lecturer for Constructive and Efficient Feedback” at the University of Winchester. From this study, new revelations in regards to the student perception of the ‘best’ lecturer(s) feedback practice have come to light including terminology, language and emphasis on email turnaround, rather than the actual format of the feedback itself (handwritten, e-submission etc.). In order to tease out the repetitive emerging themes for what students are perceiving to be “good” feedback, this paper will outline the findings of this study, including the methodology and nomination process of the SLTAs at Winchester.

Download Full-text