Pengembangan Kompetensi Dosen di Sekolah Tinggi Agama Islam Riyadhul Jannah Jalancagak Subang Jawa Barat

2020 ◽  
Vol 1 (1) ◽  
pp. 38-52
Author(s):  
Hisny Fajrussalam ◽  
Fitria Zulfa ◽  
Indra Saeful Hidayat ◽  
Ajat Saputra
Keyword(s):  
Higher Education ◽  
Conflict Management ◽  
Competence Development ◽  
Qualitative Approach ◽  
Learning Processes ◽  
West Java ◽  
Quality Of Higher Education ◽  
Quality Learning ◽  
Selection Of

The research aims to describe the competence development of lecturers at the Riyadhul Jannah Islamic College, Jalancagak Subang West Java. The study was conducted with a qualitative approach. Data obtained by observation, interview, and documentation techniques. The results obtained were the competence development of lecturers carried out by the Riyadhul Jannah Islamic Islamic College consisting of four variables, namely 1) communication and motivation; 2) lecturer professionalism; and 3) conflict management. Reformulation is needed in the lecturer development conducted by the Riyadhul Jannah Islamic College in order to improve the quality of higher education. Some homework also needs to be carried out to better support the process of lecturer development competence so that quality learning processes are achieved, namely re-selection of lecturers who are not linear and lecturer honorarium enhancement. Penelitian ini bertujuan untuk mendeskripsikan pengembangan kompetensi dosen di Sekolah Tinggi Agama Islam Riyadhul Jannah Jalancagak Subang Jawa Barat. Penelitian dilakukan dengan pendekatan kualitatif. Data diperoleh dengan teknik observasi, wawancara, dan dokumentasi. Hasil yang diperoleh adalah pengembangan kompetensi dosen yang dilakukan oleh Sekolah Tinggi Agama Islam Riyadhul Jannah yang terdiri dari empat variabel, yaitu 1) komunikasi dan motivasi; 2) profesionalisme dosen; dan 3) manajemen konflik. Diperlukan reformulasi dalam pengembangan kompetensi dosen yang dilakukan oleh Sekolah Tinggi Agama Islam Riyadhul Jannah dalam rangka meningkatkan kualitas pendidikan tinggi. Beberapa pekerjaan rumah juga perlu dilakukan untuk lebih mendukung proses pengembangan kompetensi dosen sehingga proses pembelajaran yang berkualitas tercapai, yaitu pemilihan ulang dosen yang tidak linier dan peningkatan honorarium dosen. Kata Kunci, pengembangan komepetensi dosen, perguruan tinggi Islam

scholarly journals Sociological Approach to Modeling the Quality of Higher Education

2021 ◽  
Vol 58 (2) ◽  
pp. 332-340
Author(s):  
Alikarieva Alokxon, Turatosheva Sadoqat
Keyword(s):  
Higher Education ◽  
Literacy Education ◽  
Educational Process ◽  
Sociological Approach ◽  
Quality Of Higher Education ◽  
Key Competencies ◽  
Methodological Approaches ◽  
Selection Of ◽  
Professional Formation

The article analyzes the specificity of sociological modeling of higher education. The article deals with the conceptualization of the sociological model of quality higher education in the context of different methodological approaches. In particular, it points to the relevance of addressing the sociocultural dimension of quality. The article examines the procedural characteristic (the effectiveness of the educational process) as the degree of the ratio of the goal - means - the result of the organization of the educational process, which is evaluated in terms of the activity of the collective subject of the educational process. The sociological model of quality is considered from the standpoint of such indicators as literacy, education or competence obtained on the basis of key competencies. They also consider their method of integration, based on the selection of conditional types of culture in the process of professional formation of the personality, each of which, having its own specifics, presupposes a hierarchically organized interaction.

scholarly journals Mediating Impact of Emotional Intelligence Competencies on the Relationship of Conflict Management Styles and Service Quality of Higher Education: A Pakistan Based Study

2019 ◽  
Vol 5 (4) ◽  
pp. 623-636
Author(s):  
Umair Asghar ◽  
Khalid Pervaiz
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Service Quality ◽  
Conflict Management ◽  
Management Styles ◽  
Conflict Management Styles ◽  
Quality Of Higher Education ◽  
Relationship Of ◽  
The Relationship

This quantitative, investigation was to explore mediating impact of emotional intelligence competencies on the relationship between conflict management styles and service quality of higher education. In this study, multi-stage cluster sampling technique was applied for the selection of sample whereas SPSS was used for testing the hypothesis which measures the direct and indirect effect. Structured questionnaires were used for data collection which comprised of 5 points Likert scale. The findings proved partial mediation to emotional intelligence competencies between the relationship of conflict management styles and service quality of higher education which indicates higher the emotional intelligence competency the staff has, would have the higher the ability to resolve day to day conflicts. The research suggests that faculty and staff training programs, workshops to improve service quality would help to narrow the gap between customer’s perceptions and expectations.

scholarly journals Benchmarking with the BLASST Sessional Staff Standards Framework

2013 ◽  
Vol 10 (3) ◽  
pp. 86-101
Author(s):  
Karina Luzia ◽  
◽  
Marina Harvey ◽  
Nicola Parker ◽  
Coralie McCormack ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Good Practice ◽  
Quality Teaching ◽  
Active Engagement ◽  
Learning And Teaching ◽  
Quality Of Higher Education ◽  
Administrative Policy ◽  
Quality Learning

Benchmarking as a type of knowledge-sharing around good practice within and between institutions is increasingly common in the higher education sector. More recently, benchmarking as a process that can contribute to quality enhancement has been deployed across numerous institutions with a view to systematising frameworks to assure and enhance the quality of higher education. However, to date, sessional staff who are the majority of teachers in higher education, have been mostly excluded from or invisible in this process, both within individual institutions and across the sector. To ameliorate the effects of this exclusion and to acknowledge the contribution made to quality teaching by sessional staff, the Australian Government Office for Learning and Teaching (OLT) funded BLASST project is establishing a national sessional staff standards framework which sets in place standards to evaluate and support the quality of performance and outcomes in learning and teaching, and in management and administrative policy, procedure, and practices affecting sessional teachers in higher education. In this paper, we present four case studies of benchmarking across four Australian universities that piloted the sessional staff standards framework in order to enhance and support quality learning and teaching by sessional staff. We discuss some of the strengths and limitations of this approach to supporting sessional staff and show how the benchmarking process facilitates active engagement for and particularly by sessional staff in enhancing quality teaching and learning.

An Integrated Approach to Assessment as a Co-ordinating Framework

2021 ◽  
Author(s):  
Gavin T. L. Brown
Keyword(s):  
Higher Education ◽  
Integrated Approach ◽  
Government Policies ◽  
Cultural Norms ◽  
High Stakes ◽  
Education Assessment ◽  
Higher Education Assessment ◽  
Quality Of Higher Education ◽  
Selection Of

This is an invited chapter in review. It will appear as a chapter in the forthcoming . Research Handbook on Innovations in Assessment and Feedback in Higher Education from Elgar Publishing and edited by Carol Evans and Mike Waring. All assessments are events within a process that has the goal of making decisions about instruction, learning, curriculum, students, institutions, and consequences. Three underlying disciplines (i.e., psychometrics, psychology, and sociology) inform the evaluation of assessments. Error is ubiquitous in the selection of tasks that constitute an assessment, the administration, marking, reporting, and decisions contain a non-ignorable component of error that has to be mitigated. Psychological ego factors in the marker and the assessee can be maladaptive in generating responses to assessment demands; awareness of this validity threat is needed to support participants into adaptive effort. Environments, from cultural norms to government policies, create contexts that can contribute greater error and psychological ego into the system, especially when high-stakes accountability pressures, as opposed to low-consequence formative support, are implemented. I conclude with suggestions of how integration of these underlying disciplines can improve the credibility and quality of higher education assessment.

Current Requirements of the Society to the Professional Training of Specialists in Information Technology Industry in Japan

2014 ◽  
Vol 4 (2) ◽  
pp. 84-89
Author(s):  
Inna Pododimenko
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Communication Technology ◽  
Information Technologies ◽  
Professional Training ◽  
Professional Competence ◽  
Information Communication Technology ◽  
Information Communication ◽  
Quality Of Higher Education

Abstract The problem of professional training of skilled human personnel in the industry of information communication technology, the urgency of which is recognized at the state level of Ukraine and the world, has been considered. It has been traced that constantly growing requirements of the labour market, swift scientific progress require the use of innovative approaches to the training of future ІТ specialists with the aim to increase their professional level. The content of standards of professional training and development of information technologies specialists in foreign countries, particularly in Japan, has been analyzed and generalized. On the basis of analysis of educational and professional standards of Japan, basic requirements to the engineer in industry of information communication technology in the conditions of competitive environment at the labour market have been comprehensively characterized. The competencies that graduate students of educational qualification level of bachelor in the conditions of new state policy concerning upgrading the quality of higher education have been considered. The constituents of professional competence in the structure of an engineer-programmer’s personality, necessary on different levels of professional improvement of a specialist for the development of community of highly skilled ІТ specialists, have been summarized. Positive features of foreign experience and the possibility of their implementation into the native educational space have been distinguished. Directions for modernization and upgrading of the quality of higher education in Ukraine and the prospects for further scientific research concerning the practice of specialists in information technologies training have been suggested

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

CONCEPTUAL BASES OF ADAPTATION OF UKRAINE’S HIGHER EDUCATION TO THE STANDARDS OF EDUCATION QUALITY OF THE EUROPEAN AREA

2018 ◽  
Author(s):  
Nina Batechko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
European Higher Education Area ◽  
Quality Of Higher Education ◽  
European Area ◽  
European Higher Education ◽  
European Standards ◽  
Conceptual Foundations

The article outlines the conceptual framework for adapting Ukrainian higher education to the Standards and Recommendations for Quality Assurance in the European higher education area. The role of the Bologna Declaration in ensuring the quality of higher education in Europe has been explained. The conceptual foundations and the essence of standards and recommendations on quality assurance in the European higher education area have been defined. The Ukrainian realities of the adaptation of higher education of Ukraine to the educational European standards of quality have been characterized.

INTERNATIONAL GRANT COOPERATION AS A TOOL FOR THE DEVELOPMENT OF PROFESSIONAL COMPETENCIES OF UNIVERSITY TEACHERS

2018 ◽  
pp. 4-8
Author(s):  
Milan Chmura
Keyword(s):  
Higher Education ◽  
Czech Republic ◽  
Professional Education ◽  
European Countries ◽  
International Project ◽  
The Czech Republic ◽  
University Teachers ◽  
Quality Of Higher Education ◽  
Education And Development

The education and development of university teachers have its justifcation and its importance is signifcant not only in the Czech Republic but also abroad. This study provides an analysis of further professional education of university teachers in the Czech Republic and in selected European countries. Subsequently, it presents an international project with participants from the Czech Republic, Ukraine, Slovakia and Poland, which, ultimately, plays a role in the improvement of the quality of higher education.

ANAAC AND HIGHER EDUCATION IN, INDIA

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Seema Singh
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Manufacturing Industry ◽  
Practical Experience ◽  
Individual Autonomy ◽  
Economic Activities ◽  
Quality Of Higher Education ◽  
National Quality ◽  
Education In India

Quality, as we know so far, was originally developed in the manufacturing industry. In the area of higher education, the adoption of quality control has been superficial and diluted by the exercise of academic . Further, the prevailing culture of universities is often based on individual autonomy, which is zealously guarded. Thus, it is usually difficult to apply the features of quality to higher education considering the fact that quality requires. However, the quality of higher education is very important for its stakeholders. Notably, providers (funding bodies and the community at large), students, staff and employers of graduates are. The most commonly grouped dimensions of quality are product, software and service. In the changing context marked by expansion of higher education and globalization of economic activities, education has become a national concern with an international dimension. To cope with this changing context, countries have been pressurized to ensure and assure quality of higher education at a nationally comparable and internationally acceptable standard. Consequently, many countries initiated “national quality assurance mechanisms” and many more are in the process of evolving a suitable strategy. Most of the quality assurance bodies were established in the nineties and after a few years of practical experience, they are rethinking many issues of quality assurance. At this juncture where countries look for experiences and practices elsewhere, the experience of India has many valuable lessons and this report is an attempt to share those developments..

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