scholarly journals Good practices, drawbacks and improvement strategies in external peer monitoring and evaluation: A case of Uganda National Council for Higher Education

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Proscovia N. Ssentamu
Keyword(s):  
Higher Education ◽  
Monitoring And Evaluation ◽  
Private Higher Education ◽  
National Council ◽  
Design Data ◽  
Public And Private ◽  
Good Practices ◽  
Peer Monitoring ◽  
Improvement Strategies ◽  
And Performance

Background: Growing demand for higher education by national governments and their citizens, and the growth of public and private higher education institutions resulting from increased enrolment have augmented the demand for monitoring and evaluation (M&E). Consequently, the National Council for Higher Education in Uganda was established and mandated to among others monitor, evaluate and regulate higher education institutions.Objectives: To explore good practices, drawbacks and improvement strategies in the external peer M&E of higher education institutions.Method: Using the qualitative research design, data were collected from 15 peers invited by the Council to participate in external M&E visits to higher education institutions.Results: Several categories of good external peer M&E practices and drawbacks emerged including statutory provisions for the external M&E exercise by the Council; purpose, planning and capacity for undertaking external M&E activities; involvement of peers and professional bodies; and political and legal interference.Conclusion: Despite availability of an M&E framework and involvement of peers, the current external M&E model is centralised, bureaucratic and summative and therefore generally not supportive of continuous institutional improvement based on feedback from M&E visits. The current Higher Education Law should be amended; the Council M&E framework and practices should be periodically reviewed to match trends and needs, a gradual shift from compliance to participatory and performance-based M&E, and creation of a good policy environment to nurture the growth and development of institutional self-monitoring and evaluation mechanisms geared towards a culture of continuous self-improvement.

scholarly journals The Academic Profession in China in the Context of Social Transition: An Institutional Perspective

2010 ◽  
Vol 18 (S1) ◽  
pp. S99-S116 ◽  
Author(s):  
Fengqiao Yan
Keyword(s):  
Higher Education ◽  
Central Government ◽  
Higher Education Institutions ◽  
Social Institutions ◽  
Legal Framework ◽  
Academic Profession ◽  
Private Higher Education ◽  
Institutional Perspective ◽  
Public And Private ◽  
And Performance

The study deals with the academic profession in China. Its characteristics and relationship with changing social institutions are explored by a historical approach and from an institutional perspective, which includes two elements of government and organization. The major findings of this study are summarized below. First, in accordance with China’s legal framework, public and private higher education institutions are categorized as different legal entities, a difference that leads to favourable conditions for the academic profession in the public sector and to less favourable conditions in the private sector, and which also obstructs personnel flow and competition between the two sectors. Second, the personnel system has changed significantly since 1978, when it was reformed and the policies became more open. This change is largely led by the central government. As regards faculty hiring and promotion, qualification and performance are emphasized over seniority. As regards remuneration and benefits, the egalitarian approach has gradually been replaced by income gains based on performance. Finally, evidence shows that China’s higher education institutions has evolved from so-calleddanweigoverned under a planned system to organizations ruled by the market system, which has caused the academic profession to evolve from adanweiprofession into a more organizational one.

scholarly journals The Accreditation Issues of Private Universities in Malawi

2020 ◽  
Vol 7 (1) ◽  
pp. 125-137
Author(s):  
Samson C R Kajawo ◽  
Xiuhua Dong
Keyword(s):  
Higher Education ◽  
Mixed Methods Research ◽  
Private Universities ◽  
Monitoring And Evaluation ◽  
Research Approach ◽  
National Council ◽  
Public And Private ◽  
Quality Of Higher Education ◽  
Higher Education Policies ◽  
High Standards

This article analyses the perceptions of various stakeholders regarding their views on how accreditation issues were affecting private universities’ operations in Malawi. The article was based on a study that was conducted at six private universities in Malawi using a mixed methods research approach, utilising a descriptive survey research design. It involved a total of 152 respondents comprising of registrars, heads of departments, teachers and students from the targeted private universities, as well as public and private sectors executives in the country. This study revealed that the majority of the respondents were of the view that Malawi National Council for Higher Education was doing a commendable job in providing the needed monitoring and evaluation of higher education institutions and their respective study programmes in Malawi. It was also revealed that the action of being discredited or deregistered had a very big impact on the reputation of the concerned universities, students and the already produced graduates, hence the visits by NCHE officials created tension at the institutions. Nevertheless, the study concluded that the accreditation of institutions of higher learning and their study programmes was the only way to go in enhancing and controlling the quality of higher education in Malawi since there is no alternative to strict compliance to high standards. The need for revision of the higher education policies and laws in the country to strongly discourage the operation of the institution prior to their registration and accreditation by NCHE is strongly recommended.

Students’ perception and satisfaction of services provided by public and private higher education institutes: a case study in Albania

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Drita Kruja ◽  
Huong Ha ◽  
Elvira Tabaku
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Eastern Europe ◽  
Student Satisfaction ◽  
Instructional Effectiveness ◽  
Private Higher Education ◽  
Public And Private ◽  
Content Type ◽  
Significant Difference ◽  
The Individual

Purpose There have been many research studies on students’ satisfaction of services in universities in developed countries. However, students’ expectation and satisfaction of public and private higher education institutions (HEIs) with regard to service quality in Eastern Europe have been under-researched. Therefore, this study aims to offer an empirical examination of student satisfaction of the service quality of public and private HEIs in Albania by evaluating the gap between students’ expectation and perception and the effect of student satisfaction on retention in HEIs. Design/methodology/approach The survey instrument used in this study was the student satisfaction inventory in the USA. Primary data were collected from a survey of students in two private and four public HEIs in Albania. A total of 554 valid responses were collected from the survey. Findings The findings suggested that there were performance gaps between public and private HEIs. Public universities performed well in terms of concern for the individual, campus support services, student-centeredness and instructional effectiveness. Private HEIs scored well in terms of concern for the individual, academic advising effectiveness, instructional effectiveness and safety and security (parking). There is a significant difference in students’ perception of the overall satisfaction of HEIs. Students’ overall satisfaction positively impacts their retention. Originality/value Overall, this study provides valuable insights to private and public HEIs’ administrators regarding to student satisfaction and retention. The findings will have far-reaching managerial implications for all groups of stakeholders in terms of the service delivery by universities in Albania and Eastern Europe.

scholarly journals Stakeholder Engagement in Monitoring and Evaluation and Performance of Literacy and Numeracy Educational Programme in Public Primary Schools in Nairobi County, Kenya

2020 ◽  
Vol 10 (2) ◽  
pp. 10
Author(s):  
Stela Silas Karimi ◽  
Angeline Sabina Mulwa ◽  
Dorothy Ndunge Kyalo
Keyword(s):  
Correlation Coefficient ◽  
Stakeholder Engagement ◽  
Primary Schools ◽  
Monitoring And Evaluation ◽  
Educational Programme ◽  
Coefficient Of Determination ◽  
Intervention Programme ◽  
Design Data ◽  
Numeracy Skills ◽  
And Performance

Kenya’s education has faced by many challenges especially in literacy and numeracy skills since the introduction of free primary education. This was contributed by swelling of enrollment in classrooms hence low performance of literacy and numeracy skills. The purpose of this article is to establish the extent to which stakeholder engagement influence performance of literacy and numeracy educational programme in public primary schools in Nairobi County, Kenya. Despite various efforts by key educational stakeholders to improve learner’s performance, minimal achievement have been experienced on learner’s skills. This study adapted descriptive research survey design and correlational research design. Data collected from the respondents by use of questionnaires and interview schedules from a target population of 2053 and a sample size of 335. Data was analyzed using SPSS version 25 and results presented in tables and figures. Arithmetic mean and standard deviation generated from the descriptive data and Pearson moment correlation coefficient (r) were computed. The coefficient of determination R2 is 0.480 this is an indicator that R2 was the coefficient of determination of this model and it depicted that stakeholder engagement explained 48%. The remaining 52% was explained by other factors. The overall F statistics 257.949 with p- 0.000b<0.05 implying a statistical significant relationship between stakeholder engagement and performance of literacy and numeracy educational programme. Interpretations were done and recommendations were policy makers should embrace the methodology of engaging all the stakeholders in programme. This was an indication of strong positive relationship between Stakeholder engagement and performance of literacy and numeracy educational programme. The results showed that stakeholder engagement for monitoring and evaluation strongly influenced the performance of literacy and numeracy educational programme as shown by a correlation coefficient, which was statically significant. Learners should explore more things on their own in order to make predictive answers. Recommendations for further research on participatory monitoring and evaluation practices, which was lacking and specifically involvement of all the stakeholders in the intervention programme in basic education.

scholarly journals Teaching Future Educators During a Global Pandemic

2021 ◽  
Vol 9 (2) ◽  
pp. 25-36
Author(s):  
Jacquelynne Anne Boivin
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
Private Higher Education ◽  
Long Term Effects ◽  
Public And Private ◽  
Global Pandemic ◽  
The Us ◽  
Private Higher Education Institutions ◽  
K 12

While schools are the center of attention in many regards throughout the COVID-19 pandemic, programs that prepare educators have not received nearly as much attention. How has the reliance on technology, shifts in daily norms with health precautions, and other pandemic-related changes affected how colleges and universities are preparing teachers for their careers? This article walks the reader through the pandemic, from spring 2020, when the virus first shut down the US in most ways, to the winter of 2021. The authors, two educator preparation faculty members from both public and private higher education institutions in Massachusetts, reflect on their experiences navigating the challenges and enriching insights the pandemic brought to their work. Considerations for future implications for the field of teacher-preparation are delineated to think about the long-term effects this pandemic could have on higher education and K-12 education.

Tackling the Emerging New Norms in Higher Education in Post-Recession America

2017 ◽  
pp. 46-62
Author(s):  
Wayne Perry Webster ◽  
Zach P. Messitte
Keyword(s):  
Higher Education ◽  
The United States ◽  
Private Higher Education ◽  
Private Institutions ◽  
Prospective Students ◽  
Public And Private ◽  
Cost Structures ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
New Situation

This chapter will examine emerging new norms across higher education in the United States following the recession of 2008-09. Colleges and universities face an environment increasingly made up of prospective students and their families shopping and bargaining for the best college deal; institutions are struggling to control student costs by raising discount rates; administrators are seeking to find new sources of revenue and programmatic niches; and faculty are increasingly focused on how to make their curriculum more unique and relevant. Finally, higher education leaders should closely examine long-held recruitment and financial aid strategies, cost structures, academic calendars and mission to meet the new situation. This chapter will summarize the development of the new landscape in public and private higher education, including the growing similarities facing public and private institutions including their common efforts to keep higher education affordable and accessible, and conclude with recommendations for administrators as they navigate their way through the new norm.

scholarly journals Public regulatory arrangements for private higher education in the Western Balkans

2017 ◽  
Vol 16 (6) ◽  
pp. 800-819 ◽  
Author(s):  
Antigoni Papadimitriou ◽  
Daniel C Levy ◽  
Bjørn Stensaker ◽  
Sanja Kanazir
Keyword(s):  
Higher Education ◽  
Private Higher Education ◽  
Public Higher Education ◽  
Western Balkans ◽  
Public And Private ◽  
Private And Public ◽  
Design Options ◽  
The Relationship ◽  
Governance Arrangements ◽  
Current Governance

The article presents an analysis of the developments of higher education laws and regulations in the Western Balkans for the period 1990–2015, with the aim of mapping the regulatory arrangements for the private higher education sector and to explore the relationship between public and private higher education in the region. Based on a conceptual framework highlighting the competitive and complementary regulatory design options available in current governance arrangements, the study finds much ambiguity in policy designs regarding how private and public higher education should co-exist in the Western Balkans. As such, it is argued that the study contributes to a better understanding of the unclear role private higher education is playing in the development of the region.

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