Factor Analysis to Explore the Indicators of Quality Assurance Mechanism on Higher Educational Institutions in Pakistan

2016 ◽  
Vol 12 ◽  
pp. 146-154 ◽  
Author(s):  
Huma Shahid ◽  
◽  
Zaira Wahab ◽  
Syed Ahmed
Keyword(s):  
Factor Analysis ◽  
Quality Assurance ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Quality Assurance Mechanism ◽  
Higher Educational

Developing and testing student engagement scale for higher educational students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ahmed Faisal Siddiqi ◽  
Muhammad Salman Shabbir ◽  
Mazhar Abbas ◽  
Arshad Mahmood ◽  
Rabia Salman
Keyword(s):  
Factor Analysis ◽  
Student Engagement ◽  
Classroom Environment ◽  
Educational Institutions ◽  
Future Research ◽  
Initial Structure ◽  
Higher Educational Institutions ◽  
Content Type ◽  
Higher Educational ◽  
Engagement Scale

PurposeThe purpose of this study is to develop and empirically test the student engagement scale and to understand the factors that contribute to student engagement at higher educational institutions.Design/methodology/approachThe investigation started with a rummage for variables, available in the literature, 59 in numbers, which were then used to collect data from a sample of university students in Lahore, Pakistan. An exploratory factor analysis (EFA) was applied to develop an initial structure of the construct. A confirmatory factor analysis (CFA) was then conducted to confirm the reliability and validity of these factors for the student engagement construct.FindingsIt has been found that factors, predominantly social and exogenous to the classroom environment, such as campus atmosphere and facilities, are more responsible for creating engagement among students at higher educational institutions of Pakistan.Originality/valueThis is one of the pioneer studies for developing a student engagement scale for measuring the students' engagement in higher educational institutions. The authors believe that the scale developed in this study contributes substantially to the student engagement literature. Limitations, future research directions and implications are discussed.

scholarly journals A Model to Build Capacity through a Multi-Program Curriculum Review Process

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Patti Dyjur ◽  
Jennifer Lock
Keyword(s):  
Quality Assurance ◽  
Professional Learning ◽  
Review Process ◽  
Flexible Structures ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Curriculum Review ◽  
Three Phase ◽  
Higher Educational ◽  
Review Model

Curriculum reviews are becoming more prevalent in higher educational institutions as a means to address quality assurance and improve program offerings. However, the review process can be structured so that instructors experience professional learning benefits as they work with program-level learning outcomes, map their courses, and analyze curriculum data with their colleagues. This paper shares an approach that was used to conduct a 1-year, complex, multi-program curriculum review in a faculty’s graduate unit. This approach enhanced the instructors’ continuing growth and their ability to carry out a curriculum review. To illustrate the dynamic nature of the curriculum review process, a three-level and three-phase curriculum review model has been developed.Based on our experience when implementing the model with an array of instructional teams, we identified four key recommendations for practice that promoted a professional learning environment while implementing a multi-program curriculum review: (1) mentoring and distributed leadership, (2) standardizing flexible structures and processes, (3) customizing the process for deep inquiry, and (4) collaborating. Curriculum reviews are becoming more prevalent in higher educational institutions as a means to address quality assurance and improve program offerings.

scholarly journals Confirmatory Model of the Workplace Creativity in Higher Education

2019 ◽  
Vol 8 (2) ◽  
pp. 426-435
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Educational Institution ◽  
Path Model ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Cultural Conditions ◽  
Higher Educational ◽  
Workplace Creativity ◽  
Creativity And Innovation

This study has identified the key factors of workplace creativity in the higher educational institution. Previous studies have provided evidence of the positive correlation between the performance level of students and employees. Similarly, past studies have also explained the close association between favorable cultural conditions and workforce performance. One of such cultural conditions is the culture of creativity and innovation. Many institutions are unable to perform due to lack of motivation among employees to exercise creativity in their work, which is the indication of weak cultural manifestation that provides support for creativity and innovation. Current study has identified twelve key visible practices among employees in the higher educational institutions from the past literature. These indicators were employed to factor-out four latent constructs: presence of challenge in job, motivation to take up the challenging tasks, freedom and flexibility in doing job, and availability of enough resources to experiment. Data was collected from 191 employees in eight institutions of higher education in UAE by using creativity scale questionnaire. Exploratory factor analysis was initially employed to verify the structure of the proposed path model, and then relationships between indicators and underlying contracts were tested in the confirmatory factor analysis. Findings show that leadership role is an important element for the development of creative practices among employees, which provokes innovative approach in performing jobs. Employees are motivated in facing the challenges and finding the creative solutions. The study provides valuable information to the leaders in higher educational institutions and policymakers about the importance of the cultural factors which could be used as a criterion identifying presence or absence of workplace creativity and innovation.

A confirmatory factor analysis of knowledge management assessment instrument in Indian higher educational institutions

2016 ◽  
Vol 33 (7) ◽  
pp. 1019-1029 ◽  
Author(s):  
Ashima Chawla ◽  
Shabnam Saxena
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Reliability And Validity ◽  
Assessment Instrument ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Content Type ◽  
Confirmatory Factor ◽  
Higher Educational ◽  
Acceptable Reliability

Purpose – The purpose of this paper is to examine the reliability and validity of the knowledge management assessment instrument (KMAI) developed by Lawson (2003) that consists of 24 items. Design/methodology/approach – The study involved 225 research scholars and 225 faculties’ members from nine higher educational institutions. The respondents were required to respond to a five-point Likert scale from strongly agree to strongly disagree. The collected data were then analyzed using the SPSS 18.0 and AMOS 18.0 software packages. An exploratory factor analysis was conducted earlier than performing a confirmatory factor analysis. Findings – All constructs revealed the acceptable internal consistency reliability. A good model fit was found for the measurement model using several fit index tests like CMINDF, TLI, GFI AGFI, CFI and RMSEA. The findings showed that all fit indices criteria were accomplished. It also showed the acceptable reliability and construct validity. Research limitations/implications – KMAI was examined using confirmatory factor analysis only. A large sample size and sample area can be used. Practical implications – This research paper is an endeavor to explore only the reliability and validity of the KMAI. Thus all the three dimensions, namely, “knowledge application”, “knowledge acquisition and creation” and “knowledge storing and sharing” proved out to be reliable and validate when it will be tested in case of any Indian higher educational institutions. Originality/value – The main contributions of this study is that all the factors have good acceptable reliability value; each factor can be measured individually depending on the nature of the research.

scholarly journals Quality of Higher Education in Ukraine and Poland: Comparative Aspects

2019 ◽  
Vol 9 (1) ◽  
pp. 66-74
Author(s):  
Olha Yuzyk ◽  
Iryna Mazaikina ◽  
Halyna Bilanych ◽  
Mariia Yuzyk
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education Quality ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
National Agency ◽  
Quality Of Higher Education ◽  
Higher Educational ◽  
Education Quality Assurance

Abstract The articles considers European standards for education quality assessment. The effectiveness of the network of national agencies, in particular ENQA, which includes 40 agencies from 20 countries is described. The European association for quality assurance in education comparing with Ukrainian is described. The ways of introduction of high-quality education in higher educational institutions (hereinafter the HEI) in order to increase the importance of getting education in our state are offered. The key responsibility of the National Agency for Higher Education Quality Assurance (hereinafter the NAHEQA) in Ukraine according to the internal and external evaluation of the quality of higher education institutions is justified. The Law of Ukraine “On Higher Education” and the Law “On Higher Education and Science in Poland” concerning the powers, composition and main tasks of the NAHEQA and the Polish Accreditation Commission (hereinafter the PAC) are analyzed in the comparative aspect. A great attention is paid to the composition of the National Agency for Higher Education Quality Assurance in Ukraine. The criteria for evaluating the programs, subdivisions, and fields of study in Polish higher educational institutions from the highest rating to “no evaluation from 01.11.2011” which are set on the web-portal are described. You should choose the course with the base of all the Polish higher educational institutions. It is estimated that the following indicators such as missions and strategies of the university development and educational standards; teachers qualifications and other people who train students; the interaction with the environment of the socio-economic situation in the learning process; the effectiveness of the internal system of education quality assurance; internationalization of the educational process; accreditation and certificates of institutions, national and international; the infrastructure which is used for implementing learning outcomes, etc during the evaluation of the programs of Polish higher educational institutions are taken into account. The authors of the article give recommendations on ensuring the quality of national higher education as essential for trust in it and European recognition.

scholarly journals AN INTRODUCTION: EVALUATION OF QUALITY ASSURANCE FOR HIGHER EDUCATIONAL INSTITUTIONS USING RASCH MODEL

2017 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Andi Mursidi ◽  
Soeharto Soeharto
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Rasch Model ◽  
Educational Institution ◽  
Education Institution ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Education Institution ◽  
Higher Educational ◽  
Definition Of

This is a descriptive qualitatif research about quality assurance evaluation. the research aims to introduce analyzing using Rasch model to evaluate higher education institution based on quality assurance standars that have been developed to evaluate each member including instructor and staff in higher education institution. The instrument have been developed to conduct the experiment to provide raw data sample to doing practical analyzing using Rasch model in this research. The first part of this research will explain definition of the quality assurance and Rasch model analysis. The second part of this research will show introduction analysis using Rasch model to analysis sample data. The third part of this research will show a brief summary of the result and important finding in evaluation of higher assurance. Analyzing data of evaluation quality assurance using Rasch model will help higher educational institutions to increase and develop their quality assurance to be better higher educational institution.

scholarly journals Level of Knowledge Management among Faculty Members in the Context of Nepali Higher Educational Institution

2020 ◽  
Vol 14 ◽  
pp. 124-130
Author(s):  
Krishna Prasad Paudel
Keyword(s):  
Factor Analysis ◽  
Knowledge Management ◽  
Faculty Members ◽  
Knowledge Generation ◽  
Educational Institutions ◽  
Generation Process ◽  
Higher Educational Institutions ◽  
Academic Activities ◽  
Level Of Knowledge ◽  
Higher Educational

Knowledge management is taken as an integral component of any institution to enhance organizational effectiveness and productivity. Knowledge Management (KM) in academia is being prioritized these days to enhance academic activities and discourses. The knowledge management impacts to enhance the academic activities in academia, particularly for higher educational institutions (HEIs). Furthermore, the practices of KM enhance academic activities in higher educational institutions. Thus, the purpose of this research was to measure the level of KM among faculty members of HEIs. The quantitative method was used to conduct this research. The tools to measure knowledge management practices among faculty members of HEIs were developed by using Delphi methods. The 445 respondents were taken from the four universities of Nepal. Similarly, the data was taken from these universities as well. The factor analysis was used to identify the dimension of KM. The factor analysis identified seven dimensions of KM; knowledge utilization, acquisition, generation, dissemination, transfer, creation, and presentation. To analyze the level of the knowledge management, mean and standard deviation were used as the indicators or analysis tools for this research. The level of knowledge management was categorized into three groups viz. low, medium, and high. The study found that the overall pace of KM was high except for the knowledge generation process in the context of higher education. Due to individual differences and the organizational environment, culture, and technological infrastructure, it makes the level of knowledge generation differences comparing from other dimensions of knowledge management.

scholarly journals FACTOR ANALYSIS OF TESTS FOR TECHNICAL PREPAREDNESS IN BASKETBALL PLAYERS

2019 ◽  
Vol 19 (2) ◽  
pp. 55-62
Author(s):  
A Vavilov ◽  
O Anfilatova ◽  
S Vavilova
Keyword(s):  
Factor Analysis ◽  
Theoretical Analysis ◽  
Factor Structure ◽  
High Speed ◽  
Qualitative Assessment ◽  
Educational Institutions ◽  
State University ◽  
Higher Educational Institutions ◽  
Basketball Players ◽  
Higher Educational

Aim. The article deals with defining the most informative tests for a qualitative assessment of technical preparedness in basketball players by studying a factor structure of their professional skills. Materials and Methods. The pedagogical experiment was conducted on the premises of Vyatka State University in Kirov from September 2017 to May 2018. 53 students participated in this research. The following research methods were used: the theoretical analysis and generalization of scientific and methodical literature, pedagogical testing, ascertaining pedagogical experiment, methods of mathematical statistics. Results. We revealed the following informative tests for the assessment of technical preparedness in basketball players: high-speed throws, high-speed pass, high-speed dribble which are the most acceptable for the training of basketball players at higher educational institutions. Conclusion. The objective nature of the procedures proposed for selecting tests for the assessment of technical preparedness in basketball players makes it possible to recommend them for training basketball players at higher educational institutions and conducting scientific research.

Hygienic assessment of learning environment conditions (by the example of higher educational institutions of the city of Ufa)

2020 ◽  
Vol 99 (4) ◽  
pp. 405-411
Author(s):  
Elena Ju. Gorbatkova
Keyword(s):  
Ionizing Radiation ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Factors Affecting ◽  
Republic Of Bashkortostan ◽  
Average Relative Humidity ◽  
Higher Educational ◽  
The Republic ◽  
And Performance ◽  
The City

Introduction. The important factors affecting health and performance of young people are the conditions of education, in particular, a comfortable microclimate in the classrooms of higher educational institutions. Materials and methods. In view of the urgency of this problem, an analysis was made of the microclimate parameters of educational organizations of different profiles (Ufa city, the Republic of Bashkortostan). 294 classrooms were studied in 22 buildings of 4 leading universities in Ufa. A total of 3,822 measurements were taken to determine the parameters of the microclimate. The analysis of ionizing radiation in the aerial environment of classrooms. There was performed determination of radon and its affiliated products content. In order to assess the conditions and lifestyle of students of 4 higher educational institutions of the city of Ufa, we conducted an anonymous survey of 1,820 students of I and IV years of education. Results. The average temperature in the classrooms of all universities studied was 23.9±0.09 C. The average relative humidity in all classrooms was 34.2 ± 0.42%. Analysis of ionizing radiation (radon and its daughter products decay) in the aerial environment of the classrooms and sports halls located in the basement determined that the average annual equivalent equilibrium volumetric activity of the radon daughter products (EROA ± Δ222Rn) ranged from 28 ± 14 to 69 ± 34.5 meter, which meets the requirements established by SanPiN. Conclusion. The hygienic assessment of the microclimate parameters of educational institutions of various profile revealed a number of deviations from the regulated norms. The results indicate the need to control the parameters of the microclimate, both from the administration of universities, and from the professors. According to the results of the study, recommendations were prepared for the management of higher educational institutions in Ufa.

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