METHOD OF THE SELF-ASSESSMENT WITHIN THE MEANING OF THE LEARNING ORGANIZATION IN HIGHER EDUCATION INSTITUTIONS

2015 ◽  
Author(s):  
Natalia Jergova
Keyword(s):  
Higher Education ◽  
Learning Organization ◽  
Higher Education Institutions ◽  
The Self ◽  
Self Assessment

scholarly journals Development of a Self-Assessment, Performance Measurement and Quality Insurance Repository Case of Two Higher Education Institutions in Morocco

2016 ◽  
Vol 10 (11) ◽  
pp. 248
Author(s):  
Abdelhak Lahlali ◽  
Houda El Aoufir
Keyword(s):  
Higher Education ◽  
Performance Measurement ◽  
Higher Education Institutions ◽  
Major Elements ◽  
The Self ◽  
Evaluation Methodology ◽  
Self Assessment ◽  
Assessment Performance ◽  
And Performance ◽  
Training Service

The self-assessment repositories are used in a perspective of quality management. They are intended to guide higher education institutions in building their training offer and enable the evaluation and performance measurement based on explicit and consistent objectives. These are essential tools for posterior training evaluation, facilitating a development based on changes affecting the science and socio economic fields.The self-assessment thus enables a diagnosis, and identification of the strengths and possible improvement actions.The purpose of this is to increase the institutional progress capacity and evolution through a self-reflection.In this regard, the aim through this article is the development of a self-assessment repository for the training institutions adapted to the Moroccan higher education specificities. To do this, we first recalled the state of the art in terms of the main standards and benchmarks used as the basis of our research: ISO 29990, ISO 9001, AERES repository, NF Training Service, Aqi- Umed, CTI self-assessment Guide and eduqua Manual 2012. We underlined, then, the self-assessment issues in higher education and the major elements that feed the interest and approach adopted in the case of our study. We presented the proposed repository, including the evaluation axes and criteria, and explained the choice for modifing certain references or criteria related to the particularity of Moroccan context and the appropriate evaluation methodology in order to reach results and thus allow the evaluator to find the required information and help its analysis and objective judgment.

scholarly journals Impact of the Self-Assessment Process on Quality Enhancement of Higher Education Institutions: A Case Study of Vietnam

2020 ◽  
Vol 8 (3) ◽  
pp. 536-546
Author(s):  
Phuong Tam Pham ◽  
Tran Binh Duong ◽  
Thi Thuy-Trang Phan ◽  
Thai Huu Nguyen ◽  
Minh Thanh Nguyen ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
The Self ◽  
Assessment Process ◽  
Quality Enhancement ◽  
Self Assessment

scholarly journals DIGI-HE – A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions

2020 ◽  
pp. 289-298
Author(s):  
Ulf-Daniel Ehlers ◽  
Patricia Bonaudo
Keyword(s):  
Higher Education ◽  
Technology Use ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Conceptual Approach ◽  
Self Assessment ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Research And Innovation ◽  
Internationalisation Strategies

Digitalisation is an issue of growing importance at all higher education institutions (HEIs). It is often developed and driven bottom-up. In this regard, the intended self-assessment tool that the present paper aims to present “DIGI-HE” will support higher education institutions in developing their individual approaches to foster digitisation, methodological and conceptual approach. The present paper will outline the methodological procedure of design and subsequent validation of the tool. In a time when experimentation with, and mainstreaming of digital technology use is progressing to develop holistic strategies that encompass learning and teaching, research and innovation, as well as cooperation and outreach DIGI-HE will represent a self-reflection tool adapted to higher education to support the institutional efforts, to develop and implement strategies, which purposeful and holistic in comprising both missions, education and research. It will also furthermore attach particular importance to the need for dialogue among all actors and stakeholders in digitalisation, and address areas of activities relation to cooperation and outreach, including internationalisation strategies and practices.

Cause of a Crisis

2020 ◽  
pp. 235-252
Author(s):  
Jonathan J. Felix
Keyword(s):  
Higher Education ◽  
Trinidad And Tobago ◽  
Higher Education Institutions ◽  
Mission Statements ◽  
The Self ◽  
Current Crisis ◽  
Commercial Activity ◽  
21St Century Education ◽  
Current State ◽  
Preliminary Study

From the 1990s until the present, there has been a growing movement in the higher education sector worldwide, emphasizing the primacy of the natural sciences and commercial activity as an important part of 21st century education and workforce preparation. Since then, the ongoing discourse on higher education has also systematically led to the marginalization of humanities. This chapter explores the ways in which the statements of purpose of higher education institutions, and their subsequent activities, might contribute toward the current state of the humanities. The author argues that the self-perception of these entities is related to their organizational identity, values, and actions. Using discourse analysis, this work will also attempt to explore the mission statements of 15 major higher education institutions in Trinidad and Tobago, and how statements regarding their core work are related to the current crisis with the humanities. From this preliminary study, higher education providers may be able to reconsider the ways in which their core internal and market-driven activities might severely compromise their ability to adequately serve students and the wider society by extension.

Teaching for Epistemological Change

2017 ◽  
pp. 207-225 ◽  
Author(s):  
Gloria Nogueiras ◽  
David Herrero ◽  
Alejandro Iborra
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Thematic Analysis ◽  
The Self ◽  
Levels Of Analysis ◽  
Epistemological Development ◽  
Self Assessment ◽  
Self Assessments

As higher education teachers, the authors are committed to supporting students in their epistemological development, specifically in their transition towards self-direction. In this chapter, they share their experience of using self-assessment in a Teacher Training Degree course as a way to both enhance self-direction and assess its development. A thematic analysis of the self-assessments of a sample of 30 students is carried out, and four themes are identified: 1) the degree of authorship, 2) the degree of elaboration, 3) “taking notice of” subtle levels of analysis, and 4) the identification of temporal milestones throughout the course. These themes enable a different pattern of mental complexity to be identified, a complexity which is understood as evidence of students' different degrees of self-direction. The findings are discussed in the light of developmental constructivist theories. In addition, some implications for education regarding the current debates on self-assessment literature are presented.

A Case Study of Organizational Learning

1991 ◽  
Vol 5 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Christine Tiler ◽  
Michael Gibbons
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Knowledge Base ◽  
Learning Organization ◽  
Small Firms ◽  
Higher Education Institutions ◽  
Knowledge Exchange ◽  
Competitive Performance

The authors set out their view of the firm as a learning organization, outline the objectives of the Teaching Company Scheme, and assess the ways in which it works in practice. They explore how firms are able to use the scheme effectively to tap in to knowledge held within higher-education institutions and so extend their knowledge base and increase their competitive performance. They look also at the potential for expanding the Scheme to operate in different contexts and for different kinds of knowledge-exchange problems. In particular, they examine the potential for extending the Scheme into greater numbers of small firms, and the problems likely to be encountered in doing so.

scholarly journals THE SYSTEM OF EXERCISES FOR TEACHING ORAL CONSECUTIVE INTERPRETING

2021 ◽  
pp. 61-70
Author(s):  
Antonina Korol ◽  
Anhelina Pityk
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Self Assessment ◽  
Initial Stage ◽  
Online Format ◽  
Consecutive Interpreting ◽  
Strategic Skills

The aim of our study was to create a system of exercises for teaching interpretation in the language pair "German-Ukrainian", due to the emergence of new standards for the quality of professional training of interpreters. In our article we used theoretical and empirical research methods: critical analysis of scientific literature on translation studies, methods of professional training of translators; educational documents and textbooks in higher education institutions; monitoring the organization of interpretation training in higher education institutions; observation of the organization of interpretation training in the Free Economic Zone; survey of translation teachers in order to study the state of professional training of applicants for higher education; questionnaires, self-assessment of future translators in order to identify the probable level of their professional competence. At the initial stage of the study, a survey of both higher education and translation teachers was conducted in order to identify priority areas of professional interpretation of an interpreter, to select relevant material and develop a system of exercises to develop skills and skills of interpretation within the discipline "Fundamentals of Interpreting", which is taught in the 3rd year (180 hours, 6 credits). The subject component of the content of interpretation training is limited on the basis of the results of the questionnaire in the following areas: social, political, as well as the field of culture and education. According to the stages of interpretation training, a system of exercises consisting of three subsystems has been developed. These include exercises for: 1) the formation of special skills of interpretation; 2) automation of skills and formation of special and strategic skills; 3) development of special and strategic skills. The material for the development of these exercises was authentic German-language online sources in the field of culture and education, as well as social and political spheres of human activity (official websites of Deutsche Welle, the European Commission, the website of the Federal Chancellor and the President of Germany; private podcast Annik Rubens Slow German mit Annik Rubens, printed publications in online format: Bild, Zeit, Spiegel, die Welt, Frankfurter Allgemeine, as well as online terminological dictionaries. The total amount of practical tasks for translation and exercises for the formation and automation of special skills of interpretation and development of strategic skills is 200 units, which are offered as a basis for the conclusion of methodological development for teaching interpretation in the 3rd year. Key words: consecutive interpreting, professional competence of an interpreter, system of exercises, stages of training, groups of exercises.

scholarly journals How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions

2021 ◽  
Vol 22 (4) ◽  
pp. 125-140
Author(s):  
Tannis Morgan ◽  
Elizabeth Childs ◽  
Christina Hendricks ◽  
Michelle Harrison ◽  
Irwin DeVries ◽  
...  
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Institutional Transformation ◽  
Open Education ◽  
Promising Practices ◽  
Critical Approach ◽  
Self Assessment ◽  
Education Practice ◽  
Self Study

This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blended learning and institutional transformation research—can help to assess how an institution has progressed with its open education initiatives. By adopting both an appreciative and a critical approach, the researchers at these five BC institutions compared the similarities and differences between their institutional approaches and the evolution of their initiatives. The paper includes discussion of how a self-assessment tool for institutional open education practices (OEP) can be applied to OEP initiatives at an institutional level and shares promising practices and insights that emerge from this research.

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