Developing the Total Student: Model for Learners as Partners in Tertiary Institutions in Nigeria

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 14-20
Author(s):  
Chris Eriye Tralagba ◽  
Abasiama G. Akpan
Keyword(s):  
Higher Education ◽  
Student Development ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
University Education ◽  
Tertiary Institutions ◽  
Quality Of Higher Education ◽  
Wide Range ◽  
Key Skills

In addition to influencing students’ knowledge base, thinking abilities and skills; university education offers the opportunity to promote other aspects of students’ growth as people. University education has an important role in shaping our future society because today’s university students will be tomorrow’s doctors, engineers, business managers, teachers, faith leaders, politicians, citizens, activists, parents and neighbours. While they need to be able to demonstrate key skills and knowledge to enact those roles effectively, they must also demonstrate personal and social responsibility in carrying them out. While much of the current political discourse about higher education is instrumental and economic, this paper aims to lay the foundation for a discourse based on student development. Data was collected through focus group discussions with students in the various colleges in Evangel University, Akaeze - Nigeria, in-depth interviews with lecturers, administrative staff and document analyses of conference papers and journal articles. Findings reveal that the quality of tertiary education is influenced by socio–cultural, academic, economic, policy, political and administrative factors all of which are inextricably interwoven. In this case, the argument is for leadership of teaching and learning for the purpose of promoting students’ holistic development. The discussion of the findings is based on the findings on a wide range of related literature on learners’ challenges in other universities in Nigeria. The paper concludes that the quality of higher education in tertiary institutions is influenced by factors that have their roots in commercialization, general funding, and human population growth. It was recommended that appropriate policies and indigenous professionals (both academic and administrative) are necessary for improving the quality of higher education in tertiary institutions.

scholarly journals KEPEMIMPINAN BERBASIS ISLAMI DALAM MENINGKATKAN MUTU PENGELOLAAN PERGURUAN TINGGI

2020 ◽  
Vol 10 (1) ◽  
pp. 72-86
Author(s):  
Astuti Astuti ◽  
Saril Saril
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Mutual Respect ◽  
Islamic Culture ◽  
Higher Education Management ◽  
Tertiary Institutions ◽  
Education Management ◽  
Quality Of Higher Education ◽  
Islamic Values

This study discusses Islamic-based leadership in improving the quality of Higher Education management at IAIN Bone and IAIN Pare-Pare. The problems examined in this research are: (a) How is the Islamic-based leadership approach in improving the quality of Higher Education management at IAIN Bone and IAIN Pare-Pare, (b) How is the quality of Higher Education in IAIN Bone and IAIN Pare-Pare. The results showed that the Islamic-based leadership approach in improving the quality of Higher Education management at IAIN Bone and IAIN Pare-Pare applied Islamic values both in decision making, division of labor, direction, communication, giving awards, and giving sanctions. The values applied in the development of Higher Education management at IAIN Bone and IAIN Pare-Pare such as; trustworthy, honesty, respect, deliberation, consistency/discipline, commitment in carrying out duties and responsibilities, gentle, firm. humanist, firm attitude, meticulous, hard work, guiding, and always motivating. Likewise, the Islamic culture which is always used as the basis for the management of tertiary institutions, especially in IAIN Pare-Pare, is the malebbi warekkadana makkeade ampena (polite in speaking and ethical behavior). While at IAIN Bone is sipakatau (mutual respect, view humans as humans), sipakalebbi (mutual respect), and sipakainge (remind each other) in accordance with the values contained in IAIN Bone's vision. The quality of IAIN Bone and IAIN Pare-Pare higher education has improved from various aspects but after the transfer of status and changes in the standard of tertiary education it is always making improvements to adjust.

scholarly journals Theoretical bases for academics’ potential development: foreign and domestic experience

2021 ◽  
pp. 5-19
Author(s):  
Yurii Skyba ◽  
Hanna Lebedynets
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The European Union ◽  
Association Agreement ◽  
Intangible Resources ◽  
Quality Of Higher Education ◽  
Potential Development ◽  
Organizational Information ◽  
The University

Ensuring and improving the quality of teaching and learning, in particular the academics’ potential development, is reflected in strategic European and domestic documents, namely in the Association Agreement between Ukraine and the European Union, the Paris Communiqué, the Strategy for Higher Education in Ukraine for 2021-2031 and others. The expediency for academics’ potential development is confirmed by the results of a national survey on the needs for the development of Ukrainian universities in the process of reforming higher education in the context of European integration. The article highlights the problems of academics’ potential development. Based on foreign and domestic experience, the theoretical bases for academics’ potential development, in particular the conceptual and terminological apparatus and structural components of teaching metacompetence are substantiated. The concept «potential of an academic» is defined as a set of intellectual, intangible resources, conditions and opportunities created for the production and accumulation of new knowledge, ideas, technologies, competencies and other productive properties at the university, which combines two levels of connections functioning in unity. The first level of connections are resources that are the result of past and present, and the second – opportunities, i.e. those abilities and connections that are future-oriented, constantly changing, evolving, forming new abilities, characteristics, including elements of the future development. The following components are distinguished in the structure of teaching metacompetence: prognostic; design; objective; innovative; pedagogical partnership; organizational; information and digital; reflexive; linguistic and communicative; inclusive; motivational; health-preserving; emotional-ethical and evaluative-analytical. The development of the above components of teaching metacompetence will help ensure the quality of higher education and increase the competitiveness of the university in the educational services market.

scholarly journals KEBIJAKAN PENYELENGGARAAN PENDIDIKAN TINGGI (Studi Tentang Peran Sistem Informasi Akademik Dalam Penyelenggaran Pendidikan Tinggi Di STKIP PGRI Bangkalan)

2018 ◽  
Vol 16 (1) ◽  
pp. 16
Author(s):  
Agoeng Koerniawan SA
Keyword(s):  
Higher Education ◽  
Information System ◽  
Information Systems ◽  
Teaching And Learning ◽  
Process Data ◽  
Quality Of Higher Education ◽  
Before And After ◽  
Academic Information

The purpose of this study was to determine the role of academic information systems in improving the quality of higher education implementation in PGRI STKIP Bangkalan, and the extent to which the policies of implementing higher education before and after the use of information systems and how satisfaction is felt by students towards academic information systems at STKIP PGRI Bangkalan, named STKIP PGRI Bangkalan’s Siakad.The study was conducted by conducting a survey of users of the internet-based academic information system (Siakad STKIP PGRI Bangkalan), namely lecturers, students and employees with the method of observation and conducting in-depth interviews to obtain as much information as possible from all respondents/informants. The number of informants was 5 people consisting of the chairman of STKIP PGRI Bangkalan, Vice Chairman I, Head of BAAK and two students who had experience in their respective fields of work, knew deeply and had many roles in the process of using information systems.Based on the results of the study, it was shown that with the use of the information system/ STKIP PGRI Bangkalan’s Siakad which is one of the facilities for the smooth activities of the teaching and learning process, it proved to provide convenience, many benefits and benefits that greatly support the duties of serving lecturers, students and outsiders requiring. This is evidenced by the support of the support of lecturers and students, capacity, namely the ability of employees to process data and value, namely the benefits felt by lecturers, employees and students as well as outside parties in need.

scholarly journals Instruments for Monitoring the Quality of Higher Education: Structural Validation of the Ukrainian Version of the ETLQ Questionnaire

2021 ◽  
Vol 6 (2) ◽  
pp. 196-203
Author(s):  
Iu. O. Pavlova ◽  
◽  
K. A. Tymruk-Skoropad ◽  
L. M. Tsizh
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Teaching And Learning ◽  
Educational Process ◽  
Physical Culture ◽  
Academic Environment ◽  
Confirmatory Factor Analyses ◽  
Quality Of Higher Education

The problem of ensuring the quality of higher education and the formation of a culture of quality causes a significant interest. That determines the practice of collecting, analyzing, and taking into account information about the academic environment, requires identifying and constantly monitoring of factors that affect the effectiveness of curricula, and determines student success. To better monitor the effectiveness of the proposed approaches, keep up with emerging challenges, and adjust decisions, it is necessary to develop special tools to study participants’ opinions of the educational process. Such tools should have sufficient validity and meet current trends and approaches. The purpose of the study was to check the internal structure and validate the Ukrainian version of the content part “Experiences of teaching and learning” of the ETLQ tool. Materials and methods. The study involved students (n = 632, 59.81 % were women; age (M±SE) – 21.5±0.2 years old) of Ivan Boberskyj Lviv State University of Physical Culture, who studied in the specialty 227 “Physical therapy, occupational therapy”. Data collection was conducted during the 2019/2020 and 2020/2021 academic years upon completing mandatory special subjects. The convergent, discriminant, and criterion validity of the “Experiences of teaching and learning” part of the ETLQ tool were evaluated. Exploratory and confirmatory factor analyses were used in the research; α-Cronbach values, composite reliability coefficient, and average extracted variance were calculated. Results and discussion. Based on the results of the work, a modified version of the questionnaire was proposed, which contained 29 questions and had a sufficient level of validity. The final model consisted of four factors, which explained 51.353% of the total variance (the first factor – 39.339 %, the second – 5.224 %, the third – 4.281 %, the fourth – 2.509 %). The model was characterized by satisfactory indices: χ² / df (920/344) = 2.67, CFI = 0.923, TLI = 0.935, RMSEA = 0.055, SRMR = 0.058. Based on the validation results, a modified Ukrainian version of the questionnaire “Experiences of teaching and learning” was proposed, which is one of the content parts of the ETLQ tool. It consists of separate scales “Organization and structure,” “Teaching, learning, assessments and other set work”, “Teachers’ enthusiasm and responsiveness to students”, “Climate and support from peers”. The proposed questionnaire has sufficient validity to assess the quality of the academic environment, the effectiveness of specialists’ educational process in physical therapy, occupational therapy, and physical culture and sports

scholarly journals Action Environment Potential by the Private Higher Education within Tertiary LL Dikti III for the SN Dikti Implementation

2021 ◽  
Vol 006 (01) ◽  
pp. 40-46
Author(s):  
Muhammad Sofyan
Keyword(s):  
Higher Education ◽  
Central Government ◽  
Private Higher Education ◽  
Information Network ◽  
Work Culture ◽  
Education Standards ◽  
Tertiary Institutions ◽  
Quality Of Higher Education ◽  
Institutional Cooperation

Today, private universities are required to have competitiveness, independence, sustainable reach, integrated information network, in order to maintain the quality of higher education. In fact, not all tertiary institutions have plenty of qualified resources to meet these demands. The emergence of changes in meso policy on higher education standards (SN Dikti) became a substantial influence for private tertiary institutions. Private tertiary institutions are urged to be able to adjust even beyond the standards of tertiary institutions that have been prepared by the central government. The external environment and any amendments to regulations for higher education meso policies may affect the choice of actions and institutional decisions in the operational process of higher education in terms of adapting with and adopting institutions. Exploration of sundry field findings of this study has revealed several aspects to view, it’s how the regulations become a highly influential elements, organizational culture and work culture of other institutions, national, regional and global insights, the influence of inter-institutional cooperation, and assessment of international accreditation.

Modern University Education: Administrative and Bureaucratic Pressures and Their Consequences

2020 ◽  
Vol 12 (4-1) ◽  
pp. 113-128
Author(s):  
Andrey Ivanov ◽  
◽  
Irina Fotieva ◽  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Economic Life ◽  
University Education ◽  
Basic Principles ◽  
Quality Of Teaching ◽  
Russian Higher Education

The article considers two interrelated problems of modern Russian higher education: the strengthening of administrative coercion and control as well as the introduction of distance education. As a theoretical and methodological basis of the study, the authors rely on the socio-philosophical analysis of the problems of education in the famous S.I. Hessen’s work, where three basic principles of the effective functioning of the university are highlighted: the completeness of scientific knowledge, the freedom of teaching and learning, and self-government. The authors substantiate the view that at present all these principles are violated. Violation of the first of them is manifested in a decrease in hours devoted to the teaching of fundamental disciplines and in a general orientation toward the graduation of a “narrow” specialist; the second principle is incompatible with the extremely increased reporting of universities and overly formalized indicators of the quality of their work. Violation of the third principle is manifested in the gradual elimination of university autonomy, in particular, free election of rectors. The most negative manifestation of administrative pressure, according to the authors, today is the forced introduction of distance learning. The authors critically analyze the main arguments put forward in favor of this project: saving university budgets, ensuring a higher quality of teaching, the need to follow the general logic of modernization of education as a whole. The solution to financial problems, according to the authors, should not be based on forced economy, but on the competent organization of the country’s economic life. An appeal to a higher quality of teaching, which, it is argued, must be provided by teachers from the country’s central universities, is based on biased and unproven ideas. In addition, for mastering critical and systematic thinking skills, conducting scientific discussions, direct communication between teachers and students is necessary, which is not feasible in the conditions of online teaching with a very large number of students. In addition, the authors highlight the idea that nobody takes into account the need for close knowledge of a particular audience by a teacher to choose an adequate style of lecturing or conducting practical classes. The article concludes that the current administrative-bureaucratic style of managing higher education, in which not only the basic principles of the successful functioning of the latter are violated, but also destructive reforms are carried out, is destructive not only for education as such, but also for the state itself.

scholarly journals QUALITY ASSURANCE OF UNIVERSITY EDUCATION IN EU COUNTRIES: ROMANIAN AND POLISH EXPERIENCE

2019 ◽  
pp. 34-37
Author(s):  
I. Mariuts ◽  
О. Derkach
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
University Education ◽  
Historical Background ◽  
Internal Quality ◽  
Quality Of Education ◽  
Quality Of Higher Education ◽  
Polish Experience ◽  
Eastern European Countries

The article presents an analysis of external and internal assessment of the quality of higher education of Eastern European countries experience, namely Poland and Romania. These countries are close to Ukraine not only geographically, but also have a common socio-historical background. In particular, we consider it promising to introduce experience of these countries, since they have recently been successfully integrated into the European Higher Education Area, and Ukraine is still confidently following this path. The article presents the external quality assurance structure of higher education on the example of Romania, namely the organization, mission, tasks, activities of the Romanian Agency for Quality Assurance of Higher Education (ARACIS), is extremely relevant in the period of Ukrainian Agency for Quality Assurance of Higher Education formation. Concerning the assurance of internal quality of education, the article presents experience of Poland – analyzes the requirements for internal quality of education, standards, the activities of Polish Accreditation Commission.

scholarly journals The quality of the outputs of higher education under the LMD system: جودة مخرجات التعليم العالي في ظل نظام الـ LMD

2015 ◽  
Vol 1 (4) ◽  
Author(s):  
Fatima Al-Zahra Talhi
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Social Development ◽  
University Education ◽  
Quality Systems ◽  
The Sustainable Development ◽  
Quality Of Higher Education ◽  
System Components ◽  
Shed Light

Represents higher education the most important pillars of the development of human societies and the advancement of tools and that what occupies the position in creating and preparing technical and scientific frameworks eligible to achieve economic and social development. In addition to its role in knowledge, science and publication industry, though the adoption of quality systems in university education is only a response to the requirements of society and stimulate innovation and scientific research to achieve the sustainable development of the service of the human community. Aim of our research that shed light on one of the most important university education system components' outputs', and the aim is to measure the quality of higher education outputs and identify strengths and weaknesses.

scholarly journals Development of the educational programmes: normative legal and methodical support

2018 ◽  
pp. 21-33
Author(s):  
Olena Khrutska
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Working Group ◽  
Teaching And Learning ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
Educational Programmes ◽  
Higher Education Quality ◽  
European Higher Education

Ukrainian higher education is in the process of reforming. In particular, there is a transition from a traditional discipline-based approach to competency, introducing a student-centred approach in teaching and learning, requiring a rethinking of approaches to developing educational programmes and ensuring higher education quality of at this stage. The Paris Communiqué states that quality assurance in accordance with the «Standards and Recommendations for Quality Assurance in the European Higher Education Area ESG-2015» is one of the three key commitments crucial for strengthening and maintaining quality and cooperation in the middle of the EHEA. Therefore, ensuring the quality of higher education, in particular the quality of educational programmes, is relevant both to the Ukrainian and European higher education spheres. The article analyses the existing normative, legal and methodological bases on the issue of developing educational programmes in Ukraine. The requirements of the Law of Ukraine «On Higher Education» regarding the development of new educational programmes are researched. The requirements of «Licensing conditions for conducting educational activities» regarding the composition of the project (working) group and its head (program guarantor) are investigated. «Methodological recommendations for the development of educational programmes», «Methodical recommendations for the development of higher education standards», letters from the Ministry of Education and Science of Ukraine with explanations of questions regarding the development of educational programmes are considered. The correspondences and contradictions between these documents and «Standards and Recommendations on Quality Assurance in the European Higher Education Area ESG-2015» are analysed. The normative requirements and methodical recommendations for implementation of successive stages of the process of development of new educational programmes are investigated. There is a discrepancy between terminology and aspects that the legal and methodological support is imperfect, in particular requirements regarding the composition of the working group, the rights and obligations of guarantors, and the involvement of stakeholders in the process of developing educational programmes.It is suggested to develop a normative background and methodological recommendations for covering the issue of responsibility of the head of the project group (the guarantor of the educational program), as well as to provide at the normative and methodological levels the possibility of involving not only scientific and pedagogical workers but also other stakeholders in the development of educational programmes.

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