scholarly journals Quality assurance in veterinary education in Serbia and EU: Constructive alignment in curriculum design

2015 ◽  
Vol 39 (1) ◽  
pp. 108-120
Author(s):  
Marko Cincovic ◽  
Branislava Belic ◽  
Milenko Stevancevic ◽  
Bojan Toholj ◽  
Joze Staric ◽  
...  
Keyword(s):  
Quality Assurance ◽  
Curriculum Design ◽  
Veterinary Education ◽  
Constructive Alignment

scholarly journals From Teaching as Transmission to Constructive Alignment

2021 ◽  
Vol 4 (2) ◽  
pp. 1-11
Author(s):  
Vidar Gynnild ◽  
Bernt Johan Leira ◽  
Lars Erik Holmedal ◽  
Jon Coll Mossige ◽  
Dag Myrhaug
Keyword(s):  
Academic Achievement ◽  
Action Research ◽  
Curriculum Design ◽  
Research Study ◽  
Science And Technology ◽  
Failure Rates ◽  
Final Exam ◽  
Targeted Interventions ◽  
Constructive Alignment ◽  
Students Satisfaction

This paper reports on an action research study on curriculum design in an optional module at the Norwegian University of Science and Technology. There were two professors teaching their respective parts, henceforth termed “Part 1” and “Part 2”. Oral evaluations confirmed students’ satisfaction with teaching; however, failure rates had been an issue for years and was a concern to the professors who were wondering why. This study sets out to explore causes of poor academic achievement in order to launch targeted interventions. A major issue was students’ limited capabilities in dealing with conceptual and theoretical problems. This was partially explained by a mismatch between types of problems in the exercises compared with those at the final exam. The ensuing intervention included the redesign of tasks to improve alignment of course components as well as introducing a mid-term exam specifically addressing conceptual and theoretical themes. Failure rates dropped markedly in subsequent years due to students’ enhanced ability to cope with the broader spectrum of course requirements.

scholarly journals Implementation of Internal Quality Assurance in Polytechnics: Evidence from Ghana

2016 ◽  
Vol 12 (19) ◽  
pp. 221
Author(s):  
Mary Afi Mensah
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Research Performance ◽  
Student Assessment ◽  
Internal Quality ◽  
Persons With Disabilities ◽  
Quality Culture ◽  
Internal Quality Assurance

Quality assurance in higher education has become a global issue. There has been a growing interest of governments around the world that higher education institutions in their countries need to provide quality education to their students. This study investigated the implementation of internal quality assurance in two purposively selected Ghanaian Polytechnics. Qualitative methodology was employed using in-depth interviews based on a case study research design. The participants indicated that the internal quality assurance systems and practices in place in the Polytechnics included areas such as the availability of internal quality assurance policy, teaching and learning processes, curriculum design, evaluation and review, research performance, extension activities, student assessment practices, student-lecturer assessment and student support services. Infrastructure challenges, funding and budget constraints, human capacity constraints and lack of quality culture were found to militate against the implementation of quality assurance in the Polytechnics. It was recommended that Ghanaian Polytechnics should have clear policies and associated procedures for the assurance of quality and standards of their programmes and awards. They should commit themselves explicitly to the development of quality culture and quality awareness. Also, the necessary learning facilities, resources and support systems should be provided by the Polytechnics to ensure quality of teaching and learning. The products, environments, programmes and services provided by the Polytechnics should be accessible and usable, to the greatest extent possible, by all categories of students. Assistive devices should be provided for persons with disabilities where needed. Building internal capacity for quality assurance was also recommended.

scholarly journals Constructive Alignment of Graduate Capabilities: Insights from Implementation at a Private University in Malaysia

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 111-142
Author(s):  
Lok Boon Thian ◽  
Foong Peng Ng ◽  
Joo Ann Ewe
Keyword(s):  
Curriculum Design ◽  
Implementation Strategies ◽  
Private University ◽  
Analysis Data ◽  
Research Approach ◽  
Second Phase ◽  
Design Framework ◽  
Constructive Alignment ◽  
Pilot Implementation ◽  
One Year

Purpose – The purpose of this study is to formulate a curriculum design framework, to test it and learn through pilot implementation, in order to systematically embed the graduate capabilities in the curricula, leveraging on Biggs’ constructive alignment framework. This paper aims to report the outcome of a study lasts for one year supporting a university’s curriculum transformation project. Methodology – Guided by the research objectives of this study, the research approach is action research. More specifically, benchmarking visit was used for the first phase, the design phase, to propose a suitable curriculum design framework. Pilot implementation was used during the second phase. Two programmes from two faculties were selected. Data was collected through observation, interview and document analysis. Data was analysed through on-going analysis and final reflection. Findings – This study presents a more detailed and practical curriculum design framework to support the development of graduate capabilities leveraging on Biggs’ constructive alignment framework. The key challenges faced and proposed strategies are consistent with existing studies. However, this paper argues for stronger emphasis on communicating compelling reason for change. This study reinforces that the process of constructive alignment remains challenging due to the iterative process of alignment at programme and module levels. Significance – This paper has expanded Biggs’ constructive alignment operational framework by offering more detailed and practical steps to ensure curriculum design effectively supports the development of graduate capabilities. The insights are especially useful for young universities with limited experience and yet have the ambition to transform its curriculum to develop institution-wide graduate capabilities leveraging on Biggs’ constructive alignment framework. The insights are useful for improving countries’ policy and implementation strategies too.

scholarly journals The Increasing Importance of Curriculum Design and Its Implications for Management Educators

2019 ◽  
Vol 43 (3) ◽  
pp. 271-280
Author(s):  
George A. Hrivnak
Keyword(s):  
Curriculum Design ◽  
Management Education ◽  
Current Role ◽  
Learning And Teaching ◽  
Constructive Alignment ◽  
Associate Dean ◽  
Business And Management

In this essay, I explore the topic of curriculum design in business and management education from the perspective of my current role as Associate Dean, Learning and Teaching. Using Biggs’s constructive alignment as an organizing framework, I summarize a number of challenges for management educators and administrators in the design and evaluation of programs and courses and highlight the increasing complexity of the task. I conclude by arguing that, from an associate dean’s perspective, management educators must increasingly adopt the role of designer, rather than teacher, and offer suggestions to help with that transition.

Quality Matters in Transcultural Blended Learning and Teaching in Postsecondary Education

2012 ◽  
pp. 322-336 ◽  
Author(s):  
Emmanuel Jean Francois
Keyword(s):  
Quality Assurance ◽  
Blended Learning ◽  
Postsecondary Education ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Teaching Effectiveness ◽  
Learning Program ◽  
Quality Matters ◽  
Learning And Teaching ◽  
Institutional Leadership

Quality matters in transcultural blended learning and teaching in postsecondary education. The purpose of this chapter is to introduce a framework for quality assurance in transcultural blended learning and teaching in postsecondary education. The framework includes a transcultural blend of institutional fitness, teaching effectiveness, and learning outcomes. The institutional outcomes encompass factors such as institutional leadership, administrative and logistic supports, and the accreditation standards. Teaching effectiveness includes the overall curriculum design and the delivery of courses. The learning outcomes concern the knowledge, skills, and behaviors that stakeholders expect students to exhibit after attending a blended learning program or course.

scholarly journals Establishment of a type 1 diabetes structured education programme suitable for Chinese patients: Type 1 Diabetes Education in Lifestyle and Self Adjustment (TELSA)

2019 ◽  
Author(s):  
Yuting Xie ◽  
Fang Liu ◽  
Fansu Huang ◽  
Chunna Lan ◽  
Jia Guo ◽  
...  
Keyword(s):  
Type 1 Diabetes ◽  
Quality Assurance ◽  
Curriculum Design ◽  
Diabetes Education ◽  
Insulin Dose ◽  
Education Programme ◽  
Chinese Patients ◽  
Self Management ◽  
Structured Education

Abstract Background It is recommended by various guidelines that all adults diagnosed with type 1 diabetes (T1D) should be offered an evidence based, structured education programme (SEP) to optimize self-management care. China has a 13,000 annual increase of newly diagnosed T1D cases and is now the fourth largest country in the number of new T1D cases per year. However, there is yet no validated SEP targeted for T1D patients in China. The purpose of this paper is to establish a structured T1D self-management education programme—‘Type 1 Diabetes Education in Lifestyle and Self Adjustment’ (TELSA) which adapted to China’s medical and cultural background. Methods The process of developing the programme TELSA was based on the ADDIE model by three steps. Firstly, semi-structured interviews were conducted in 10 healthcare professionals (HCPs) and 13 T1D patients. Different topic guides, focusing on 4 dimensions including goals, contents, format of delivery, and quality assurance, were designed for either HCPs or patients. The interviews were recorded and analysed with thematic analysis. Secondly, extracted themes were modified according to Delphi consultation. Lastly, preliminary courses were conducted as pilot study to evaluate the effects of TELSA and optimization of the curriculum design was finalized accordingly. Results A total of 18 themes in 4 dimensions of the programme design were identified in the final version: i) goals: ‘behaviour modification’ and ‘outcome improvement’; ii) contents: ‘living with T1D’, ‘self-monitoring of blood glucose’, ‘knowing insulin’, ‘insulin dose adjustment’, ‘carbohydrates and carb-counting’, ‘hypoglycaemia’, ‘complications’, ‘managing psychological issues’, ‘physical activities’, and ‘question-and-answer’; iii) format: ‘multidisciplinary team combined with companion support’, ‘face-to-face education followed with distal learning’, and ‘2-day programme held on weekends’; and iv) quality assurance: ‘after-class quiz’, ‘patients’ feedbacks’, and ‘long-term evaluation on effectiveness’. Conclusions A type 1 diabetes structured education programme in China was set up and shown to be applicable under local medical, social, and cultural environment.

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