scholarly journals Research on the Development of Consumption Concept in Higher Education of China from the Perspective of University Evaluation

2021 ◽  
pp. 72-77
Author(s):  
Shaowei Ge

University evaluation, as an important means of university management, is not only a test of the quality of the university education but also the publicity of the values of university education. Through reviewing the development history of Chinese university evaluation and analyzing the changes of the main points of concern, we can clearly see the development and changes of higher education consumption concept of the two main bodies.

In recent years attention to quality of studies is not decreasing. Lots of different level and type articles have been written, books and other literature have been published. On the other hand, over the last few years different national, regional and international science conferences and symposiums took place. So, it is obvious, that the concern in the university study quality is really huge. However, the essence of the matter lies somewhere deeper. The main goals, formulated in Bologna declaration, had to be implemented by 2010. However, now it becomes clear, that some of the vitally important things were not realised and there are more and more doubts if they will, on the whole, be carried through. The Bologna process itself is not sought to be analysed. What interests us firstly, is the quality of studies’ management question. Various researches reveal that the university study quality in some countries has significantly decreased even measuring according to the most minimal criteria. First of all, this is because most universities are oriented into providing service. It is known, that service University is not capable to ensure the proper quality of the studies and of provided education at the same time. Mass universities meant for mass usage. University education is more and more “Mc.Donaldized” (Lamanauskas, 2011a). Thus, the problem of the quality of studies remains the key problem in nowadays university work. It is understandable, that different countries have different experience in this field both in horizontal and vertical sense. The quality of studies conception despite all efforts remains diverse and has multiple meanings. Paraphrasing a familiar soviet times’ statement (“from everyone – according to possibilities, for everyone – according to demands”), one can state, that higher education can’t be provided according to demands, and it can’t be required from graduates according to their abilities and possibilities. Massification of higher education in a direct way negatively affects the quality of studies (process), as well as higher education quality (result). This is the essential risk in university management. Key words: education policy, quality of studies, management, university education system.


Author(s):  
Amany I. Shahin

This study explores consumer demands in the Egyptian market of university education. Three aspects discussed are the value of university education in Egyptian culture, consumer perceptions regarding the quality of university education, and consumer preferences regarding the university education service. Results of the empirical investigation indicate that university education is highly regarded in Egyptian culture, however, consumer’s perception of its quality is moderate. Consumers prefer university studies in courses taught in the English language, universities in a nearby geographical location, governmental universities, and top class faculties. The study focuses on university education in Egypt and the authors hope to shed light on higher education in countries that share the same cultural characteristics. Many studies investigated higher education in different cultures, yet relatively few have considered it in an emerging nation. The present study addresses this gap.


Author(s):  
Bui Ha Phuong

In the higher education environment, lecturers play an extremely important role in higher education of universities. Assessing the higher education quality based on many standards such as the training program, the facilities, the teaching staff, the supporting staff to the learners, the measures of quality improvement, ... In which, improving the qualified lecturers who meet the training needs and implementing the strategic goals of each university is as one of the requirements important. Assessing lecturers' competences is considered one of the mandatory requirements for measuring the quality of university education. The assessment of lecturers' competences is based on a variety of criteria, in which the competences of teaching, scientific research and community service are considered the core competences of the lecturer. The paper presents the necessity of proposing criteria for assessing lecturers' competences. Besides, the paper also analyzes some of the basic criteria for assessing lecturers' competences. Then, some solutions are proposed to apply these criteria in assessing the competences of lecturers at the University of Social Sciences and Humanities, Vietnam National University-Hochiminh.


Author(s):  
Suzana Marković Krstić ◽  
Lela Milošević Radulović

Starting from the fact that higher education is an activity of special social interest and the initiator of the development and improvement of society, in theory and teaching practice questions are often asked regarding the quality of higher education and the possibility of its improvement. The quality of higher education in terms of the increase in its effectiveness is one of the shared aims of the Bologna convention, that is, the current reform process in European countries. It is determined by the quality of the study programs and the quality of the teaching process, which requires a competent teacher, prepared for the process of innovating teaching plans and programs, and the realization and improvement of the teaching practice. Considering the social importance of education and teaching, research into the social group which performs work-related tasks in the educational process, as well as into the quality of the teaching itself, is of special importance. The paper presents the results of research regarding student perceptions of the characteristics of teachers manifested during the course of educational practice in higher education institutions, which were based on the following: the human, professional and pedagogical qualities of teachers, the quality of the university education/teaching process and learning outcomes/learning achievements (the prevalence of theoretical knowledge, practical application of knowledge, etc.). The aim of the paper is to, on the basis of three empirical studies, from a sociological standpoint evaluate the perception of the social role and competencies of teachers and the quality of university education from the viewpoint of the student youth(in 2009, 985 students from 30 colleges in Serbia were surveyed, in 2012, 2208 students of the University of Niš (818), University of Bitolj (804) and the University of Veliko Trnovo (586), and in 2019, 374 students from 13 faculties of the University of Niš). The empirical findings indicate that teachers are qualified professionals who lecture clearly, comprehensively and are able to emphasize the most important points, but that their lectures are still insufficiently interesting, and that they are often unjust and biased. Considering the noted differences between the competencies of teachers working in higher education settings, and the quality and outcomes of the teaching/learning, “models” of teaching/learning have been proposed in this paper for each of the countries included in the study (Serbia, Macedonia, Bulgaria). Based on noted disparity between theory and teaching practice, the paper points to the need for new scientific research in the context of reform processes in higher education, with the continued redefinition of its goals and tasks with the aim of improving the quality of the teaching process and teaching practice.


2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Sandra Canalías Lamas ◽  
Jimmy Candell Soto ◽  
Margarita Lamas González

En este ensayo se reflexiona desde un enfoque sistémico y dialéctico, sobre la evaluación y acreditación de la enseñanza superior, que toma expresión en la calidad educativa, desde la gestión universitaria y para el desarrollo de una formación integradora de los estudiantes. Se ha empleado esencialmente la revisión de la literatura especializada y los métodos teóricos de investigación: entre otros, el método histórico -lógico, el enfoque de sistema, análisis-síntesis, inducción- deducción y la generalización. Como resultado se brindan las perspectivas esenciales de los sistemas de evaluación y acreditación de la educación superior en la actualidad, teniendo como base referencial la sistematización documental realizada y la experiencia de los autores.   Palabras clave: Educación, calidad educacional, evaluación universitaria, acreditación universitaria.   ABSTRACT   This is a reflective essay from a systemic and dialectic approach about the evaluation and accreditation of higher education, focused on its educational quality, from the university management to the development of an integrating education of students. Literature review has been essentially used as well as the theoretical methods such as: the historic-logic method, the system approach, analysis-synthesis, induction-deduction and the generalization. As a result, essential perspectives of the evaluation and accreditation of current higher education are given, considering the documental systematization and authors experience as the referred basis.   Keywords: Education, educational quality, university evaluation, university accreditation.   Recibido: febrero 2015Aprobado: marzo 2015


Problemos ◽  
2009 ◽  
Vol 76 ◽  
pp. 9-27 ◽  
Author(s):  
Marius Povilas Šaulauskas ◽  
Alfredas Bumblauskas

Straipsnyje teigiama, kad universitas, arba Academia Europeana, – tai visų pirma vertybinė, o ne ekonominė, profesinė ar politinė kategorija. Aksiologinė universitetinę erdvę vienijanti struktūra trilypė, ją sudaro trijų skirtingų epochų vertybiniai kodai. Pirma, viduramžių polilogas, pagrįstas multicentrizmo principu ir netarpišku kompetencijos perteikimu. Antra, modernusis statizmas ir scientizmas, besiremiantis nacionaliniu monocentrizmu ir tarpišku, rašytiniu, ir netarpišku, žodiniu, kompetencijos perteikimu. Trečia, šiuolaikinis ekonomizmas ir globalizmas, palaikomas transnacionalinio monocentrizmo ir įtarpintos kompetencijos perteikimo instrumentarijumi. Parodoma, kad Vilniaus universitetas turi visų trijų paradigmų reiškimosi tarpsnius, o Lietuvos Tūkstantmečio idėja yra postūmis konceptualiai permąstyti Vilniaus universiteto patirtis. Straipsnyje parodoma, kad visi trys Academia Europeana vertybiniai dariniai Vilniaus universiteto, matomo kaip europinės universitetinės erdvės „kraštutinio krašto“, istorijoje patyrė esminę radikalizaciją, tačiau išsaugojo prasmių universiteto tradicijas. Tvirtinama, kad tvari universitetinio išsilavinimo plėtra neįmanoma be darnios visų trijų istoriškai susiklosčiusių vertybinių klodų plėtotės, kurios pagrindą sudaro klasikinio polilogo – iš rankų į rankas perduodamos egzistencinės prasmės paieškõs – tradicija.Pagrindiniai žodžiai: Europos universitetai, Vilniaus universitetas, išsilavinimo aksiologija, aukštasis mokslas, Bolonijos procesas.The Threefold of Academia Europeana: A Case of Universitas VilnensisMarius Povilas Šaulauskas, Alfredas Bumblauskas SummaryThe article argues that universitas or Academia Europeana is, first and foremost, a category of value and not an economic, professional or political entity. Axiological structure that unites the university habitat is threefold. It consists of the three clusters of values coming from the different epochs. First, polylogue of the Middle Ages based on the principle of multicentrism and unmediated, face to face sharing of competence. Second, modern statism and scientism founded in the national monocentrism and a combination of mediated, written, and unmediated, verbal, sharing of competence. Third, modern economism and globalism supported by the national monocentrism and the instrumentation of mediated sharing of competence. It has been showed that Vilnius University possesses all three value clusters, while the idea of the millennium of Lithuania serves as an impetus to conceptually recapture the historic experiences of Vilnius University. The article shows that the three value formations of the Academia Europeana in the history of Vilnius University, which is posited as the extreme edge of the European university habitat, underwent an essential, even extreme, radicalization. It has been argued, that sustainable development of university education is unthinkable without the consonant development of all three historically formed clusters of values, the most important of which still continues to be centered around the tradition of classical polylogue – unmediated search for existential values that is carefully passed on from hands to hands and from generation to generation.Keywords: European Universities, Vilnius University, axiology of education, higher education, Bologna process.an>


2009 ◽  
Vol 48 ◽  
pp. 68-81
Author(s):  
Birutė Galinienė ◽  
Algirdas Miškinis ◽  
Albinas Marčinskas ◽  
Greta Drūteikienė

Europos aukštojo mokslo erdvės kūrimas skatina šio kontinento aukštąsias mokyklas susimąstyti apie aukštojo mokslo konkurencingumo ir jo vertės didinimą. Tai pasiekti Lietuvos aukštosios mokyklos gali tik nuolat gerindamos studijų kokybę,savo įvaizdį ir reputaciją. Šiame straipsnyje aptariamos bendrosios studijų kokybės ir įvaizdžio gerinimo aukštosiose mokyklose teorinės prielaidos, jas iliustruojant tyrimų, kurie buvo atlikti visame Vilniaus universitete ir atskirai Ekonomikosfakultete, duomenimis. Visuose Vilniaus universiteto padaliniuose 2005–2006 m. atlikome keturis didelio masto tyrimus (įvertinome vidinį Vilniaus universiteto įvaizdį, studentų požiūrį į studijų kokybę, pradedančiųjų studijuoti Universitete ir jų tėvų lūkesčius, tų lūkesčių pokyčius po pirmojo studijų pusmečio) ir identifikavome pagrindines problemines sritis. Siekdami nustatyti šių problemų priežastis, mėginome pažvelgti dar giliau – atlikome tyrimą viename Vilniaus universiteto padalinyje (Ekonomikos fakultete), kuriuo aiškinomės, kokie veiksniai daro įtaką aukštosios mokyklos įvaizdžiui ir kaip Universiteto įvaizdis siejasi su siūlomų studijų kokybe.Reikšminiai žodžiai: studijų kokybė, įvaizdis, aukštoji mokykla.The impact of study quality on the image of a higher education institutionBirutė Galinienė, Algirdas Miškinis, Albinas Marčinskas, Greta Drūteikienė SummaryIssues concerning the image and reputation strengthening of higher education institutions have recently been given an important consideration in Lithuania and other European countries. In the article we will discuss the fundamentals of the university education quality and image strengthening in theoretical premises, and illustrate them using data of studies performed at the Vilnius University. The research results demonstrate that the quality of studies is the main factor in determining the image of a higher education institution. Key words: study quality, image, higher education institution.


Author(s):  
Amany I. Shahin

This study explores consumer demands in the Egyptian market of university education. Three aspects discussed are the value of university education in Egyptian culture, consumer perceptions regarding the quality of university education, and consumer preferences regarding the university education service. Results of the empirical investigation indicate that university education is highly regarded in Egyptian culture, however, consumer’s perception of its quality is moderate. Consumers prefer university studies in courses taught in the English language, universities in a nearby geographical location, governmental universities, and top class faculties. The study focuses on university education in Egypt and the authors hope to shed light on higher education in countries that share the same cultural characteristics. Many studies investigated higher education in different cultures, yet relatively few have considered it in an emerging nation. The present study addresses this gap.


2018 ◽  
Vol 7 (4.26) ◽  
pp. 314
Author(s):  
Pragyan Ranjan Gharai ◽  
Jayant Kumar Panigrahi ◽  
Biswajit Das ◽  
Ipseeta Satpathy

This research study is an exploratory study of value co-creation in the university education system in the context of its socio-eco-cultural conditions. Dynamic internationalisation of higher education and glocal economy radically influence the research outcome and it has implications to the global ranking of the universities. Internationalisation and ranking of higher education institutions are entwined and mutually influence. The global International ranking initiated in December 2003 by the finance ministry of UK become proxy to determine the quality of a university in recent times. National and regional socio-eco-political factors have also transformed the functioning of universities with respect to international student recruitments.  International students majorly contribute towards the fund for the university and economy of the country. University has mainly four key dimensions like student education, knowledge transfer, problem-solving, serving the society and economy. Even though the university is considered as a system, based on systems theory, harmonisation with the basic purposes of the university is human value. The societal need is to recuperate the vital inputs like students, teachers and the fund necessary for optimal performance of the university. The mechanism is evident from the Triple Helix Model [1], and Interdependence Model [2]. It led to research studies and models for university-industry linkages in a knowledge economy. SKIN (Simulating Knowledge Dynamics in Innovation Networks) model attempts to improve our understanding of the complex processes in modern innovations, used by scholars to find solutions to complex challenges. Value creation in the university systems and the perception by peers deviate as per the quality of supply inputs. Research findings indicate that parameters used for ranking and accreditations enforce universities to focus on the value creation in the system, improving year after year. The findings emphasise to collaborate with researchers, educators, professionals and policymakers to empower universities to be able to meaningfully contribute to practical, need-based societal issues and elevate interest of scholars, professionals, policy makers and the industry. A holistic approach is needed for a trans-disciplinary and inter-disciplinary approach in university curriculum that addresses the gap between research and education for co-creating values in the university system. Recently embedding Responsible Research and Innovation (RRI) within the university system has started, which is a complex process. Achieving the objective in the changing structures, culture and practice of university system requires the forces of change being exerted by transposing the larger societal needs. In this research presentation, the authors have underscored blatantly a couple of main points. Firstly how the key findings for universities need to adapt in line with the international rankings and strengthen for value creation; which can transform universities; making them more responsible towards demands of society. The study thrives with reference to responsible research and innovation system as the key driver.  Secondly, the authors have highlighted the complexity and challenges universities are facing and how these could be addressed. The scrupulous approach to the facets of RRI, the new knowledge in the times of new global socio-economic environment gives a tangible and strong relevance to the implementation of responsible research and innovation. 


2015 ◽  
Vol 21 (2) ◽  
pp. 576-581
Author(s):  
Mircea Constantin Duică ◽  
Anişoara Duică ◽  
Bogdan Cătălin Savu

Abstract The European strategies and policies on education aim to reform and increase the flexibility of the higher education systems, to better answer the society’s needs, in the context of the challenges raised by the knowledge society. In this context, the quality of higher education has become a matter of public responsibility, and universities, based on their autonomy, should institute efficient university governance mechanisms that would permit an efficient use of their resources. University governance, as a process, relies on a realistic evaluation of the available resources and on the taking on - based on the university autonomy - of a future development direction, in conditions of efficacy and efficiency. The specific demands of the internal managerial control systems make it necessary for the university management to asset - by means of the control function - the results’ deviations from the objectives, to analyze the causes that triggered them and to issue the necessary corrective or preventive measures. In this context, risk management represents an efficient instrument, specific for university governance, in the knowledge society, which contributes to the efficient use of the resources available to the universities.


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