scholarly journals Does Quality Make a Difference for Higher Education Graduates in Colombia? Measuring Differences in Accredited and Non-accredited Institutions With Similar Financial Characteristics

2020 ◽  
Vol 17 ◽  
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Institutional Quality ◽  
Ministry Of Education ◽  
Propensity Matching ◽  
The Difference ◽  
Financial Characteristics ◽  
Accredited Institutions ◽  
Quality In Higher Education ◽  
Matching Score

In this paper we explore the difference of quality in higher education between accredited and non-accredited higher education institutions (HEIs) in Colombia. For that purpose we test if the difference of the National Exam of Student Performance (Saber Pro), which is our proxy for quality between institutional accredited and non-accredited institutions is statistically significant. The hypothesis is that indeed those HEIs that have been granted the institutional quality accreditation by the Colombian ministry of education should have better results in the national exam than those that not. We argue that for robustness of the results, it is necessary to control for confounding effects among comparable HEIs. For this purpose, we employ a propensity matching score approach based on common financial characteristics in order to avoid issues of selection bias. Our results find that the difference in performance between accredited and non-accredited institutions is positive and statistically significant. This difference between performances can be attributable to the substantial differences in the pattern of expenditures and asset investment of non-accredited HEIs.

scholarly journals Service quality in higher education: Study of Turkish students in Malaysian universities

2014 ◽  
Vol 1 (3) ◽  
pp. 1-9 ◽  
Author(s):  
Amran Md Rasli ◽  
Mansoor Ahmed Bhatti ◽  
Nadhirah Norhalim ◽  
Tan Owee Kowang
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Higher Education Institutions ◽  
Quality Measurement ◽  
Gap Model ◽  
Perceived Service Quality ◽  
Education Study ◽  
Stratified Sample ◽  
The Difference ◽  
Quality In Higher Education

The Article attempts to analyze service quality in higher education institutions of Malaysia. The study used the Gap Model presented by Parasuraman et al. (1985, 1988) to identify the difference between expected quality and perceived quality in higher education institutions of Malaysia. The study focused to identify gaps of Turkish students in Malaysian universities Five basic dimensions of service quality measured through SERVQUAL (Instrument for service quality measurement). These dimensions are tangibles, reliability, responsiveness, assurance, and empathy. A stratified sample of 41 Turkish students has been selected from top five public universities in Malaysia. Results showed a negative service quality gap in higher education institutions of Malaysia from Turkish students’ perception which indicated perceived service quality is below than expectations of Turkish students in Malaysian universities.

scholarly journals Accreditation and quality in higher education curriculum design: does the tail wag the dog?

2019 ◽  
Author(s):  
Denise May Wood ◽  
Greg Auhl ◽  
Sally McCarthy
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Internal Standards ◽  
Higher Education Curriculum ◽  
The Difference ◽  
Quality In Higher Education ◽  
The Impact

Increasingly, the higher education sector is driven by sets of standards that describe quality – internal institutional standards that consider curriculum, teaching and delivery to students and external standards from both the sector and the professions that describe expectations, content, skills and attitudes that curricula must address to support graduate outcomes. Quality is the focus of these requirements, and yet quality in higher education remains a messy problem, with no clear framework (Kundu, 2016) and numerous variables that confound the problem. We ask what comes first: the external standards that accredit a university to provide education for a profession, or internal standards that focus on quality teaching and learning opportunities. The paper presents a short case study that highlights the challenge for course leaders pressured to meet industry requirements, and the impact this has on their awareness and capacity to design a transformational curriculum for students. We conclude that it is the difference between an aspirational courses, whereby quality is focussed on the learning design for student experience, and a compliant course, where quality is focussed on meeting static requirements.

Demographic Factors in the Evaluation of Students’ Satisfaction towards Quality in Higher Education: A Study of Government Colleges of Punjab (India)

2018 ◽  
Vol 43 (4) ◽  
pp. 234-246
Author(s):  
Harpreet Kaur ◽  
G.S. Bhalla
Keyword(s):  
Higher Education ◽  
Extracurricular Activities ◽  
Financial Management ◽  
Mean Value ◽  
Demographic Variables ◽  
Public Higher Education ◽  
Placement Services ◽  
The Difference ◽  
Quality In Higher Education ◽  
Financial Administration

The Punjab education system has witnessed significant expansion in public higher education, both in terms of number of institutions as well as the students’ enrolment with 10 state universities and 48 government colleges. But higher education sector in Punjab still confronts various problems. The extent of various factors of higher educational institutions effectiveness depends on individual features such as demographic variables. This article investigates the difference in the satisfaction of students towards college effectiveness on the basis of demographic variables. The sample of the study comprised of 369 students from the various government colleges of Punjab, and the data was analysed using mean value, t-test and analysis of variance (ANOVA). Results showed that on the basis of gender significance, differences were found in the case of infrastructure facilities, extracurricular activities, financial administration and placement services of the colleges. In the case of level of education, bachelor’s students were most satisfied for infrastructure facilities, placement services, student support services and financial management of the colleges. On the basis of course stream, arts group and commerce group were significantly different on responding towards the academic environment. In the case of college administration, significant differences were found between commerce and science groups, and for extracurricular activities differences were found among arts, commerce and science groups. According to the location of the colleges, significant differences were found in extracurricular activities and financial administration of the colleges.

scholarly journals أثر استراتيجية إتقان التعلم في تحصيل طلاب مقررات تقنيات التعليم في كلية المعلمين بجامعة أم القرى و اتجاهاتهم نحوها

2022 ◽  
Vol 6 (1) ◽  
Author(s):  
كنساره ، إحسان بن محمد بن عثمان ◽  
عطار ، عبد الله بن إسحاق
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Ministry Of Education ◽  
Strategic Learning ◽  
Teachers College ◽  
Technological Learning ◽  
The Subject ◽  
The Difference ◽  
Students Attitudes ◽  
Ministry Of Higher Education

The objective of this study is to know the cffect of applying the strategy of education in the subject of technological learning for students in the Teachers’ College at Umm Al-Qura University.   The study was applied to a group of students to know the effect, and attitudes towards the subjects they have studied.   The findings of study have shown significant differences between the groups of study for the expense of both groups which studied the educational subject in the way of their studies to the accuracy of both levels of study’s achievements and students attitudes towards the subject.   This means that this strategy increased the outcomes of students, and also, increased their attitudes towards the subject.   Accordingly, the above two researchers recommend the use of strategic learning for accuracy in the teaching of the difference of educational technology subjects, and other subjects for their advantage to the students’ abilities in acquiring different skills.   Also, they recommend that ministry of higher education, and ministry of education should put general plans to show teachers the curriculum and to let them practice wavs to achieve easily the objectives of learning for accuracy

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

386 An Exploratory Study of Bedtime Procrastination and Emotional Regulation Strategies in Insomnia compared to healthy individuals

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A153-A153
Author(s):  
Goeun Kim ◽  
Hyojin Nam ◽  
Huisu Jeon ◽  
Sooyeon Suh
Keyword(s):  
Emotional Regulation ◽  
Severity Index ◽  
Ministry Of Education ◽  
Chi Square ◽  
Healthy Group ◽  
Significant Difference ◽  
Regulation Strategies ◽  
The Difference ◽  
The Republic ◽  
Bedtime Procrastination

Abstract Introduction Bedtime Procrastination (BP) is defined as the behavior of voluntarily delaying going to bed, without having external reasons for doing so. Recent research on procrastination behavior suggests that when negative emotions are elevated, procrastination behaviors can be triggered in order to find pleasure to avoid and alleviate them. Procrastination can also occur when there is difficulty regulating emotions. In addition, the reason for bedtime procrastination may be different depending on whether the individuals present with insomnia. According to previous studies, patients with insomnia may exhibit more pronounced negative avoidance of bedtime due to prolonged sleeplessness. Therefore, this study compared the difference between of the bedtime procrastination and the emotional regulation strategies between the insomnia group and the healthy group. Methods This study was conducted in 582 adults (mean age 23.06 ±2.16 years), 81.6% females. Individuals scoring higher than 15 on the Insomnia Severity Index (ISI) were classified into the insomnia group (n=375), and those less than 15 were classified into the healthy group (n=207). Participants completed the Bedtime Procrastination Scale (BPS), Emotional Regulation Strategies Checklist. Data was analyzed using descriptive statistics, chi square test, and independent t tests. Results The insomnia group had significantly higher bedtime procrastination scores than the healthy group (t=-6.241, p<.001), and also the avoidant/distractive regulation style score was significantly higher (t=-1.969, p<.05). In addition, the score of active regulation style was significantly lower in the insomnia group than in the healthy group (t=3.050, p<.01). There was no significant difference between the two groups in the support-seeking regulation style. Conclusion Based on these results, it was confirmed that there was a difference in the bedtime procrastination and the emotional regulation strategies between the insomnia group and the healthy group. Support (if any) This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea(NRF-2018S1A5A8026807)

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