scholarly journals Study and Evaluation of the Factors That Determine the Quality of Marketing Education in Higher Education Institutions in The Kingdom of Saudi Arabia

2021 ◽  
Vol 3 (1) ◽  
pp. p1
Author(s):  
Somaia Osman Mohamed Abdelgadir ◽  
Ahmed Osman Ibrahim Ahmed
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Learning Outcomes ◽  
Management Education ◽  
Higher Education Institutions ◽  
Kingdom Of Saudi Arabia ◽  
Factors Affecting ◽  
Marketing Education ◽  
The Individual

Objective: The tremendous growth in the preparation of higher education institutions for management – marketing, has resulted in the need for and necessity to discuss the quality of that education. From here, the aim of this research was to determine the factors that affect the quality of management education in the Kingdom of Saudi Arabia and to clarify its nature and importance, and the mutual effects on the quality of learning outcomes for marketing education at the individual student and program level, and at the level of the educational institution and its competitiveness. Design / Methodology: The determination of the factors affecting the quality of management education through a review of the literature and then testing its validity and its effects on the quality of marketing education outcomes at the individual, program, and institution level through practical study using survey lists for the teaching courses of government and private universities in the Kingdom of Saudi Arabia. Findings: The studies showed that almost all of the factors studied are highly reliable among themselves, and that they must be seen as coherent, when analyzing their impact on the learning outcomes of marketing education. Applications: The study provided guidance for, administrators, curriculum and course designers, and marketing teachers, to design high-quality marketing-management education programs, and in developing a self-diagnostic tool in which universities can determine their susceptibility to success and competition. Rooting / value: the current literature has shed light on the factors affecting the quality of management education. However, it was taken separately. Therefore, the research contributes to the existing literature by identifying the interrelationships between these factors, which have a role in improving the quality of marketing education.

scholarly journals Proposed V-E-learning Model: Applying V-Model to Ensure the Quality of E-Learning System Implementation at Higher Education Institutions

2021 ◽  
Vol 12 (6) ◽  
pp. 1492-1507
Author(s):  
Mohammad Samir Abdel-Haq, Evan Asfoura
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Saudi Arabia ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Learning System ◽  
Kingdom Of Saudi Arabia ◽  
E Learning ◽  
K 12

Since March 2020, CORONAVIRUS (COVID-19) pandemic has affected many sectors, including education sector at the global level and at the Kingdom of Saudi Arabia. Preventative procedures have been taken, including suspending teaching and training for K-12 and higher education and moving to use distance education as an alternative to face-to-face education, with the continuation of the Corona pandemic, the Ministry of Education decided to consider the e-learning (distance education and blended education) as a strategic alternative to overcome crises threatening the educational process . With the widespread use of e-learning platforms in the Kingdom of Saudi Arabia, the interest of the quality of e-courses increased more than before. Therefore, this study proposes a model for ensuring the quality of e-learning and e-courses in higher education institutions and developing a set of evidence and suggested performance indicators that help those responsible for quality management to verify and validate the adherence to these standards. Dar Al-Uloom University was chosen as a case study of what was implemented during the Corona pandemic and the extent of the university’s commitment to this standards to ensure continuous improvement and raise the level of performance related to the e-learning system and its e-courses.

scholarly journals MONITORING THE QUALITY OF STUDENTS' LEARNING RESULTS IN HIGHER EDUCATION INSTITUTIONS AS A PROBLEM OF RESEARCH

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Larysa Kovalchuk ◽  
◽  
Tetiana Kravchuk ◽  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Student Learning Outcomes ◽  
Learning Technologies ◽  
Educational Process ◽  
Quality Of Higher Education ◽  
Innovative Learning

The article analyzes different approaches to the interpretation of the concept of "monitoring", clarifies the essence of the concept of monitoring the quality of student learning outcomes in higher education institutions. The Ukrainian laws for monitoring the quality of higher education learning outcomes is analyzed. The essence of the concept of "pedagogical factor" from the standpoint of modern scientists is considered, its main types (external and internal) are revealed. Three main pedagogical factors for organizing and conducting monitoring of the quality of student learning outcomes in higher education institutions have been identified and substantiated, namely: readiness of subjects of the educational process to monitor student learning outcomes in higher education institutions; phases monitoring of the quality of student learning outcomes in higher education institutions; development of educational and methodological support for monitoring the quality of student learning outcomes in higher education institutions. The essence and three main types of readiness of the subjects of the educational process to monitor the quality of student learning outcomes in higher education institutions are outlined, namely: psychological, logistical, documentary. Emphasis is placed on three main criteria for the readiness of students to monitor the quality of student learning outcomes in higher education institutions, namely: cognitive, practical-logical, value-motivational. The step-by-step organization of monitoring of the quality of student learning outcomes in higher education institutions by highlighting the main six successive stages of its implementation is revealed. It has been determined who has the right to organize pedagogical monitoring of the quality of students' learning outcomes in higher education institutions. Emphasized the importance of developing educational and methodological support for monitoring the quality of student learning outcomes in higher education institutions, introduction of innovative learning technologies based on the use of modern educational platforms and modification of the educational process by using elements of distance learning during teaching disciplines.

scholarly journals Mentor or tormentor? A commentary on the fractured role of mentoring in paramedicine

2021 ◽  
Vol 18 ◽  
Author(s):  
Andrew Bell ◽  
Steve Whitfield
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Public And Private ◽  
Specific Research ◽  
The Public ◽  
Healthcare Profession ◽  
Growing Pains ◽  
The Individual

The relatively quick evolution of paramedicine and the inevitable ‘growing pains’ associated with an evolving profession has seen mentoring and the role of the mentor become clouded in confusion, ineffective education and a lack of specific research. Paramedicine’s recent development as a registered profession has also seen mentoring explicitly outlined as being a capability expected of all registered paramedics. However, the paramedic-mentoring model in Australia seems to have been mostly left up to the individual paramedic to develop in isolation from adequate training and mentoring themselves. If paramedicine is to continue its evolution as a legitimate healthcare profession, the quality of clinical mentoring must be acknowledged as a significant factor by higher education institutions, and the public and private services who employ paramedics, and nurtured accordingly.

scholarly journals “Talk to Me!”

2020 ◽  
pp. 1-19
Author(s):  
Melissa Cain ◽  
Melissa Fanshawe
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Vision Impairment ◽  
Mobile Technologies ◽  
Learning Goals ◽  
Audio Feedback ◽  
Equity Of Access

As educators, we aim for students to seek, identify, and utilize a range of feedback to gain an understanding of their present performance in relation to learning goals, and ultimately to identify and use tools to close the gap between present and desired performance. We strive for all students to be their “own first assessors”—intelligent deciders—and develop the independence to self-assess the quality of their own work when they leave higher education institutions and enter the workforce. For students with a print disability such as vision impairment or blindness, traditional forms of feedback may not be successful in providing the information they need to close the gap. The most important issue for these students is access to feedback and agency in the feedback conversation. It is incumbent on higher education educators to find ways to provide equity of access to the provision and reception of feedback for all students. As such, this chapter explores ways for providing feedback to students with a vision impairment to ensure they are able to contextualize and utilize the feedback to improve learning outcomes. This is achieved by aligning the use of mobile technologies and audio feedback with the key principles of connectivism—autonomy, connectedness, diversity, and openness—to provide educators with recommendations.

scholarly journals “Let Me Enjoy Teaching” Improving Academic Quality Assurance Practices to Attain Teaching Excellence: Case Study of Selected Private Higher Education Institutions in the Kingdom of Saudi Arabia

2021 ◽  
Vol 20 (11) ◽  
pp. 237-254
Author(s):  
Randa Hariri
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Saudi Arabia ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Private Higher Education ◽  
Academic Quality ◽  
Kingdom Of Saudi Arabia ◽  
Teaching Excellence ◽  
Private Higher Education Institutions

The purpose of this study was to identify the academic quality assurance practices that should be employed to attain teaching excellence at selected private higher education institutions in the city of Jeddah, Saudi Arabia. The study adopted a qualitative interpretive research design and utilized one-to-one, in-depth, semi-structured interviews with 12 participants. The sample was purposefully selected and comprised six faculty members, four program directors, one senior academic staff member, and one junior non-academic administrator, from three private higher education institutions in the Kingdom of Saudi Arabia. Findings revealed four categories of practices: a) Must-keep practices, b) Must-modify practices, c) Must-add practices, and d) Must-avoid practices. Some of the practices relating to quality assurance that the study identified are maintaining important evaluation-related practices while providing feedback for improvement, closing the loop, educating all employees about and increasing their reengagement in quality assurance practice, and reducing paperwork and work duplication. This study concludes by recommending that higher education institutions employ the strategies discussed in the findings to promote teaching creativity and to improve the quality of teaching and learning, to achieve teaching excellence.

“Talk to Me!”

2022 ◽  
pp. 1039-1057
Author(s):  
Melissa Cain ◽  
Melissa Fanshawe
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Vision Impairment ◽  
Mobile Technologies ◽  
Learning Goals ◽  
Audio Feedback ◽  
Equity Of Access

As educators, we aim for students to seek, identify, and utilize a range of feedback to gain an understanding of their present performance in relation to learning goals, and ultimately to identify and use tools to close the gap between present and desired performance. We strive for all students to be their “own first assessors”—intelligent deciders—and develop the independence to self-assess the quality of their own work when they leave higher education institutions and enter the workforce. For students with a print disability such as vision impairment or blindness, traditional forms of feedback may not be successful in providing the information they need to close the gap. The most important issue for these students is access to feedback and agency in the feedback conversation. It is incumbent on higher education educators to find ways to provide equity of access to the provision and reception of feedback for all students. As such, this chapter explores ways for providing feedback to students with a vision impairment to ensure they are able to contextualize and utilize the feedback to improve learning outcomes. This is achieved by aligning the use of mobile technologies and audio feedback with the key principles of connectivism—autonomy, connectedness, diversity, and openness—to provide educators with recommendations.

scholarly journals Factors Affecting Yemen Higher Education Institutions Performance: Challeneges & Obstacles

2018 ◽  
Vol 7 (3.21) ◽  
pp. 256
Author(s):  
Basheer Al-haimi ◽  
Ab Hamid ◽  
Fadhl Hujainah
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Academic Programs ◽  
Factors Affecting ◽  
Government Leadership ◽  
World Class ◽  
World Class Universities

Yemen's higher education institutions face unmatched circumstances and challenges. Yemen’s higher education institutions encounter a lot of obstacles and issues that affect its performance of being competitive among other institutions of the same region or the rest of the world. Therefore, this paper investigates current obstacles and factors that affect the performance of higher education intuitions of Yemen that results them for not being listed among World Class Universities. This study employs qualitative method, where 5 experts and experienced people are interviewed. The findings of this study showed that, lack of national vision of government, leadership, financial support, research and development funding, autonomy, governance, academic staff development, ratio of student’s enrollments in humanity studies and quality of academic programs are some of the major issues that the Yemen higher education institutions currently experience. It is hoped that, through this article, the HEIs of Yemen would be enhanced and improved by concentrating and finding the best solutions in order to propel and be able to leap to a greater height in the region.  

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