scholarly journals Academic Planning Functions as Predictors of Goals Achievement in Colleges of Education, Kwara State, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 1-23
Author(s):  
Saheed Oyeniran ◽  
Shuaib Folorunsho Muhammed ◽  
Ojo Olubukola James
Keyword(s):  
Sample Size ◽  
Academic Staff ◽  
Large Degree ◽  
Goal Achievement ◽  
Internal Quality ◽  
Teaching Staff ◽  
Colleges Of Education ◽  
Academic Planning ◽  
Program Accreditation ◽  
Internal Quality Assurance

Academic planning is an essential function of Higher Education Institutes (HEIs). The extent towhich academic planning functions are performed determines to a large degree the attainment of the goals of HEIs in Nigeria. This research was conducted toexamine if academic planning functions as a predictor of goal achievement in the Colleges of Education in Kwara State, Nigeria. Survey research method was used to establish the relationship between academicplanning functions and goal achievement in/for the above mentioned colleges. A sample size of 421 out of 1,668 staff was determined using research advisors. The sample size of 421 participants comprised 147 academic staff and 274 non-teaching staff selected using a stratified and proportionate samplingtechnique. Two instruments were designed and used to collect the relevant data for this study. These instruments were Academic Planning Functions Questionnaire (APFQ) and Goals AchievementQuestionnaire (GAQ). The data collected were analyzed using Smart PLS 3.1.4. The findings showed that program accreditation, information processing, and monitoring functionspredicted goal achievement in the said colleges, while program initiation, internal quality assurance, resourceprojection, and financial planning functions did not predict goal achievement. Based on the findings, recommendations weremade to improve the academic planning unit for increased efficiency, effectiveness, and productivity in these colleges.

scholarly journals Academic Planning Functions as Predictors of Goals Achievement in Colleges of Education, Kwara State, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 1-23
Author(s):  
Saheed Oyeniran ◽  
Shuaib Folorunsho Muhammed ◽  
Ojo Olubukola James
Keyword(s):  
Sample Size ◽  
Academic Staff ◽  
Large Degree ◽  
Goal Achievement ◽  
Internal Quality ◽  
Teaching Staff ◽  
Colleges Of Education ◽  
Academic Planning ◽  
Program Accreditation ◽  
Internal Quality Assurance

Academic planning is an essential function of Higher Education Institutes (HEIs). The extent towhich academic planning functions are performed determines to a large degree the attainment of the goals of HEIs in Nigeria. This research was conducted toexamine if academic planning functions as a predictor of goal achievement in the Colleges of Education in Kwara State, Nigeria. Survey research method was used to establish the relationship between academicplanning functions and goal achievement in/for the above mentioned colleges. A sample size of 421 out of 1,668 staff was determined using research advisors. The sample size of 421 participants comprised 147 academic staff and 274 non-teaching staff selected using a stratified and proportionate samplingtechnique. Two instruments were designed and used to collect the relevant data for this study. These instruments were Academic Planning Functions Questionnaire (APFQ) and Goals AchievementQuestionnaire (GAQ). The data collected were analyzed using Smart PLS 3.1.4. The findings showed that program accreditation, information processing, and monitoring functionspredicted goal achievement in the said colleges, while program initiation, internal quality assurance, resourceprojection, and financial planning functions did not predict goal achievement. Based on the findings, recommendations weremade to improve the academic planning unit for increased efficiency, effectiveness, and productivity in these colleges.

scholarly journals KKNI-BASED CURRICULUM PROGRAM EVALUATION IN FEBI, STATE ISLAMIC UNIVERSITY OF NORTH SUMATRA MEDAN

2021 ◽  
Vol 10 (01) ◽  
pp. 538
Author(s):  
Syafaruddin Syafaruddin ◽  
Amiruddin Siahaan ◽  
Suasana Nikmat Ginting
Keyword(s):  
Quality Assurance ◽  
Formative Evaluation ◽  
Evaluation Model ◽  
Empirical Evaluation ◽  
Curriculum Evaluation ◽  
Internal Quality ◽  
Study Program ◽  
Program Accreditation ◽  
Internal Quality Assurance ◽  
North Sumatra

This paper aims to analyze the evaluation of the KKNI-based curriculum program at the Faculty of Islamic Economics and Business (FEBI) UIN North Sumatra Medan. The curriculum evaluation model used is the CIPP model (Context, Input, Process, Product). This study used a qualitative approach, then data was obtained through observation, interviews, questionnaires, and documentation techniques as well as various sources. The results of this study indicate that (1) Context, from this aspect, FEBI UIN North Sumatra Medan applies an KKNI-based curriculum referring to Presidential Regulation No. 8 of 2012; (2) Inputs, including lecturer's RPS, quizzes, assignments, learning participation, mid-semester exams and end-semester exams; (3) Process, including monitoring of internal quality assurance units at the FEBI and university levels at UIN North Sumatra Medan, as well as external quality assurance in the context of institutional and study program accreditation; (4) Product, through formative evaluation (such as group assignments, quizzes, individual assignments, exams) and empirical evaluation (behavior and student participation in the learning process).

scholarly journals Student survey as a tool for quality assurance in higher education: the case of Ukrainian university

2021 ◽  
pp. 158-164
Author(s):  
O Liuta ◽  
S Lieonov ◽  
A Artyukhov ◽  
M Sushko-Bezdenezhnykh ◽  
O Dluhopolskyi
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Teaching Quality ◽  
Internal Quality ◽  
Quality Level ◽  
Teaching Staff ◽  
Quality Of Teaching ◽  
Internal Quality Assurance ◽  
Academic Year

Purpose. To determine the level of students interest in internal quality assurance, particularly in passing the survey and changing the teaching quality level and improving teachers pedagogical skills. Methodology. For the data collection, a questionnaire was used which included closed-end questions on the quality of teaching and open questions in terms of comments and recommendations of higher education students on the quality of teaching and several questions concerning the share of classes in the discipline attended by the students, ECTS scores, received by students from the relevant disciplines and the average score for the entire period of study. Findings. Sumy State University (SSU) introduced an online survey of students as the main consumers of educational services regarding the quality of teaching disciplines. Over the last 3 academic years, there has been an increase in the number of teachers whose activities are evaluated by students. There has been an increase in the number of teachers who, according to students, show excellence in teaching, which is a positive trend. If in the 20172018 academic year the number of such teachers in SSU was 57people, then in the 20192020 academic year, it increased by 35% to 77 people. Quality level Above average was determined for 120 teachers in the 20172018 academic year, and in the 20192020 academic year, their number increased by 30% and amounted to 156 people. It is noteworthy that in the 20192020 academic year compared to 20172018, there is a reduction in the number of teachers from 71 to 66 people (7%), who demonstrated the level of teaching Low. Originality. Survey of students on the quality of teaching educational components, on the one hand, allows monitoring students satisfaction with methods used by the teacher in training and communicating with students, and on the other hand, it is a method to control the institutions authority over the educational service quality and the HEIs mission implementation. It also indicates an increase in students interest in participating in higher educations internal quality assurance. An important factor influencing the positive dynamics of the teaching quality level is that each semester teachers receive a detailed analysis of students answers with a visual display for each questionnaire, as well as their comments and suggestions for teaching the relevant discipline through the information service Personal teachers office based on the results of the survey. Practical value. According to the analysis results of the received information, managerial decisions can be developed and implemented to improve the content and practice of educational components implementation, improving the professional skills of research and teaching staff, advancement of best pedagogical practices.

scholarly journals Study environment in the context of HEI study quality assurance: Case study at Daugavpils University (Latvia)

2019 ◽  
Author(s):  
Jelena Davidova ◽  
Irena Kokina
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Global Education ◽  
Academic Staff ◽  
Internal Quality ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Study Results ◽  
Keywords Quality Assurance ◽  
Study Process

In recent years the system of higher education quality assurance has undergone several essential changes: a greater emphasis is being laid on the qualification framework, on student-centered learning and study results, the development of the teaching staff, active students’ participation in the assessment of the study process. The given study is oriented towards studying students’ opinions about the quality assurance of a study process at Daugavpils University (DU), Latvia. The participants of this study were 60 students from 12 master and doctoral study programs at Daugavpils University. The analysis of structured interviews with the students made it possible to identify the typical characteristic features of DU internal quality assessment. The research showed that students assess highly lecturers’ personal qualities (attitude to their profession, personal interest in students’ success, empathy, striving for cooperation) and their professional qualities (knowledge of the subject, didactic and communicative competence, and ability to get the feedback from students as well). To promote the cooperation between the students and the academic staff of DU, it is useful to practice trans-disciplinary out-of-study forms, which contribute to a deeper understanding of the study content, of topicalities in global education and possibilities of synergetic thinking in cooperation with students and lecturers. Keywords: quality assurance, higher education institution

scholarly journals Conceptualising External and Internal Quality Assurance in Higher Education: A Pragmatist Perspective

2016 ◽  
Vol 2 ◽  
Author(s):  
Francis Ansah
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Current Understanding ◽  
Education Quality ◽  
Internal Quality ◽  
Practical Relevance ◽  
Higher Education Quality ◽  
Internal Quality Assurance ◽  
The Relationship ◽  
Education Quality Assurance

The traditional tension between external and internal quality assurance implementation in higher education appears to be declining, based on a rethinking of the relationship between the two concepts. Although there are quality assurance agencies that still consider external and internal quality assurance as separate entities, most quality assurance agencies now regard the two concepts as complementary. In this paper, a case is put that the present rethinking of external and internal quality assurance in most higher education settings is guided by pragmatism, but not explicitly acknowledged in the literature. For a better appreciation of pragmatists’ influence on the current understanding of the relationship between external and internal quality assurance in higher education, this paper provides a further pragmatist conceptualisation of the two concepts to enhance stakeholders’ appreciation of employing a pragmatist approach to quality assurance practices in higher education. The conceptualisation is done through a pragmatist analysis of selected international accounts on higher education quality assurance. The paper concludes that pragmatism helps to understand external and internal quality assurance as nested concepts with reciprocities of accountability and improvement roles, and influences which call for alignment of perspectives through negotiations and settlements in order to focus on their practical relevance for implementation in higher education. La tension traditionnelle entre l’implémentation de systèmes d’assurance qualité interne et externe dans l’enseignement supérieur semble s’affaiblir grâce à la reconsidération de la relation entre ces deux concepts. Bien qu’il existe des agences d’assurance qualité qui continuent à considérer les assurances qualité interne et externe comme deux entités distinctes, la plupart des agences considèrent désormais qu’elles sont complémentaires. Cet article soutient que la nouvelle manière de penser les assurances qualité interne et externe dans l’enseignement supérieur est guidée par un souci de pragmatisme mais est encore peu reconnue dans la littérature. Pour mieux apprécier l’influence des pragmatistes sur la compréhension actuelle de la relation entre les assurances qualité interne et externe, cet article offre une conceptualisation pragmatique approfondie de ces deux concepts dans le but d’augmenter l’appréciation des parties prenantes pour l’utilisation d’une telle approche. La conceptualisation proposée provient d’une analyse pragmatique d’un choix d’expériences internationales en matière d’assurance qualité pour l’enseignement supérieur. En conclusion, cet article affirme que le pragmatisme aide à comprendre les assurances qualité interne et externe comme des concepts imbriqués qui ont des rôles réciproques en ce qui concerne la responsabilisation du système et son amélioration. Ces rôles ainsi que l’influence exercée par ces deux types d’assurance qualité requièrent des négociations et accords, pour s’accorder sur les perspectives et pouvoir ensuite se concentrer pleinement sur la pertinence pratique de leur implémentation dans les systèmes d’enseignement supérieur. 

scholarly journals Main Features and Challenges of Implementing Internal Quality Assurance Within African Higher Education Institutions: The Case of Eduardo Mondlane University

2016 ◽  
Vol 2 ◽  
Author(s):  
Nelson Casimiro Zavale ◽  
Luisa Alcantra Santos ◽  
Maria Da Conceição Dias
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Strategy Training ◽  
Internal Quality ◽  
African Higher Education ◽  
Internal Quality Assurance ◽  
Reflection On Action ◽  
First Time ◽  
Eduardo Mondlane University

Founded in 1962, Eduardo Mondlane University (UEM), Mozambique’s largest and most prestigious university, established an Internal Quality Assurance (IQA) system for the first time in 2013. Based on UEM’s case, this paper examines the features and challenges faced when implementing an IQA system within African higher education institutions. Literature on higher education quality assurance has widely examined the features of, and challenges faced by national QA systems, or by a QA system established across several higher education institutions (HEIs). However, this literature has rarely targeted single HEIs, particularly (African) HEIs that are establishing, for the first time, their IQA systems. Besides, even when IQA at a single HEI is targeted, this is often done by outsiders. Based on reflection-in-action and reflection-on-action, this paper addresses the perspectives of both insiders and outsiders. The authors analyse a system that they have been involved in establishing. The paper’s findings enable to conclude that the main challenges of implementing an IQA system in an African HEI are associated with linking QA to decision-making and to a funding strategy; training human resources and allocating funds for the system to operate and to be sustainable; enabling the system to be assimilated by the university community; and defining measurable and objective quality standards to enable unbiased performance classification. Fondée en 1962, l’Université Eduardo Mondlane (UEM), la plus grande et la plus prestigieuse université du Mozambique, a créé pour la première fois en 2013 un système interne d’assurance qualité (IAQ). A partir de l’étude du cas de l’UEM, cet article examine les caractéristiques et les défis qui attendent les institutions d’enseignement supérieur africaines qui désirent implémenter un IAQ. La littérature sur l’assurance qualité de l’enseignement supérieur a largement examiné les caractéristiques des systèmes nationaux d’AQ (ou de systèmes communs à plusieurs institutions), et les défis auxquels ils sont confrontés. Elle s ‘est cependant rarement concentrée sur des cas uniques d’institutions, notamment des institutions (africaines) qui ont créé pour la première fois leur propre IAQ. Par ailleurs, même quand elle s’attarde sur une institution en particulier, l’analyse est souvent effectuée par des personnes étrangères à l’institution. Fondé sur la réflexion dans l’action et la réflexion sur l’action, cet article présente les perspectives de personnes internes et étrangères à l’établissement. Il permet de conclure que les principaux défis à affronter lors de l’établissement d’un IAQ sont dus à la difficulté de lier l’AQ à la prise de décision et à une stratégie de financement ; à la formation des ressources humaines et l’allocation des fonds nécessaires pour que le système fonctionne et perdure ; à l’assimilation du système par la communauté universitaire ; et à la définition de standards de qualité mesurables et objectifs pour permettre une classification de la performance impartiale. 

scholarly journals RELATIONSHIP BETWEEN RISK IDENTIFICATION MANAGEMENT STRATEGY AND SUPPLY CHAIN PERFORMANCE AMONG MANUFACTURING COMPANIES IN KENYA

2017 ◽  
Vol 1 (2) ◽  
pp. 101-118
Author(s):  
Dr.David Kiarie ◽  
Dr. Patrick Ngugi ◽  
Dr. Kennedy Ogollah
Keyword(s):  
Supply Chain ◽  
Sample Size ◽  
Management Strategy ◽  
Target Population ◽  
Risk Identification ◽  
Internal Quality ◽  
P Value ◽  
Supply Chain Performance ◽  
Manufacturing Companies ◽  
Whole Life Costing

Purpose: The purpose of this study was to determine relationship between risk identification management strategy and supply chain performance among manufacturing companies in KenyaMethodology:The study adopted a cross-section survey of descriptive nature .The target population comprised of the 412 manufacturing companies within Nairobi County that were registered members of KAM. The fisher et al formula for calculating the sample size was used to yield a sample size of199. Data was collected using questionnaires and analyzed using statistical package of social sciences (SPSS) version 21 as a tool of analysis.Results: The study findings revealed that the constructs of risk identification management strategy combined together influenced supply chain performance as supported by a p value of 0.000.)Policy recommendation: the study recommended that manufacturing companies should put in place a risk analysis and evaluation management strategy to enhance supply chain performance. In particular, companies should consider conducting whole life costing of suppliers and also internal quality of suppliers.

scholarly journals Perceptions of academics in Nigerian higher education institutions on graduate attributes in computing disciplines that are desirable for employability and entrepreneurship in Nigeria

2021 ◽  
Vol 8 (1) ◽  
pp. 019-027
Author(s):  
Bashiru Lawal ◽  
Aliyu S. Rafi ◽  
Bashir Idris ◽  
Agunlejika Aderogba Joseph
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Colleges Of Education ◽  
Graduate Attributes ◽  
Leadership Quality ◽  
The North ◽  
Related Discipline ◽  
Innovative Thinking ◽  
Development Support ◽  
Descriptive Survey

This study sought to determine the computing disciplines’ graduate attributes that are perceived as most important by academics of Nigerian Higher Education Institutes (HEIs) to make graduates in computer related disciplines desirable to potential employers and entrepreneurship in Nigeria. The descriptive survey research design was adopted. One hundred and Fifty (150) academic staff of computer related disciplines across the HEIs (Universities, Polytechnics and Colleges of Education) in the North-Western Nigeria were screened and used through convenience random and purposive sampling methods. The Computing Disciplines’ Graduate Attributes Scale (CDGAS) (r = 0.90) was the research instrument used in gleaning the field data. Three research questions were raised and one hypothesis formulated, tested and analyzed using Pearson Product Moment Correlation (PPMC). The findings revealed that effective communication skills, leadership quality, collaboration and teamwork, lifelong learning skills, cognitive ability and practical skills, ability to apply knowledge to solving theoretical and practical problems creativity and innovative thinking are the most important computing discipline’ graduate attributes that are desirable for graduate employability and entrepreneurship in Nigeria. Also, result from hypothesis testing showed no significant relationship between computing discipline graduate attributes desirable for employability and that of entrepreneurship in Nigeria (r = 0.622; P < 0.05). Conclusively, the study recommended that career development support efforts should be included in the curriculum, which will focus on helping prospective graduate in computing related discipline on how graduate attributes can hinder or increase their employability and entrepreneurship strengths.

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