educational quality
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2022 ◽  
pp. 1-21
Author(s):  
Tiangeng Lu ◽  
Göktuğ Morçöl

Public affairs scholars have been concerned about the quality of education in their field for some decades. To assess the program quality, the authors analyzed the National Research Council's most recent data. In the comparative analyses between the public affairs programs and the programs in other social science disciplines, they found that public affairs doctoral programs were behind their peer fields on most of the input-based metrics (students fully funded in their first year of education, median quantitative GRE scores, and percentage of international students in programs) but ahead of them in student-faculty ratios. The results of the outcome-based metrics were mixed. Public affairs students graduated earlier on average, but smaller percentages of them had plans for employment in academic positions. Also, the faculty productivity was lower in public affairs programs compared to the other social science disciplines. Among the subfields of public affairs, public management and public policy had more favorable input- and outcome-based results compared to public administration.


2021 ◽  
Vol 9 (19) ◽  
pp. 73-88
Author(s):  
Marco Antonio Martínez Márquez

The paper first addresses the educational policies dictated at the international and national levels to deal with the health emergency caused by COVID-19. The main objective of these policies has been not to stop the teaching-learning processes, moving from face-to-face and blended modalities to an online modality, trying not to neglect aspects such as educational quality. Afterwards, those dictated and implemented by the University Network of the University of Guadalajara (U. de G.) are analyzed. Then, the reality faced by the professors of the Centro Universitario del Norte (CUNorte) to continue their teaching work is described. Finally, the challenges in the short, medium and long term, related to the use of information and communication technologies (ICT), such as the lack of training in digital platforms and tools, computer equipment for work, obsolescence of the same and problems of Internet connectivity, among others.


2021 ◽  
Vol 7 (2) ◽  
pp. 205-216
Author(s):  
Faisal S. Kamaludin ◽  
Tata Septayuda Purnama ◽  
Zirmansyah Zirmansyah

Technology use in education is important to transfer knowledge and solve problems especially during the pandemic situation. Unfortunately, the development of technology has not brought the positive assurance for religious moderation discourse amongst Muslims in Indonesia. One of the risks facing students during independent online learning is that they are exposed to vulnerable and extreme radical teachings. The present study investigated the school’s strategies to safeguard religious moderation policy during online learning. It applied qualitative method using case study. The findings show the application of religious moderation strategies have brought positive impact on educational quality. The strategies required cooperation among several parties including teachers, students, parents. Their strategic partnership is pivotal element to increase educational quality


2021 ◽  
Vol 30 (61) ◽  
pp. 27-42
Author(s):  
Rossana Patron

This paper shows that when student heterogeneity is introduced in the analysis, differences in the quality of education and in the probability of repetition, typical in developing countries, mark the contrast between an attractive and an inconvenient investment in education. The methodology associates educational quality and repetition rates with educational returns. In particular, it makes apparent that lower secondary education, in the case of Uruguay, is an inconvenient investment for disadvantaged students, even disregarding the possibility of such students not being able to afford the opportunity costs, this fact probably also explains the heavy dropout rates of this student type in many developing countries.


2021 ◽  
Author(s):  
Burak Tanyıldız ◽  
Murat Oklar

Abstract Background: The aim of this study was to analyze the quality of videos on YouTube as educational resources about uveitis.Methods: An online YouTube search was performed using the keyword ‘‘uveitis’’. Total view counts, duration of videos, publishing dates, likes and dislikes, numbers of comments, and source of videos were recorded. Educational quality and accuracy of the video content were evaluated using the DISCERN score, Global Quality Score (GQS), Journal of the American Medical Association (JAMA) score. Video popularity was also evaluated using the video power index (VPI) score. All videos were classified according to publishers and types of categories.Results: From among the 200 videos analyzed, 94 were included. The mean DISCERN score was 38.5 ± 13.2 (poor), the mean JAMA score was 1.8 ± 0.6 (fair), and the GQS was 2.5 ± 0.9 (fair). There were positive correlations between the three checklist (p < .001). VPI was not correlated with each score (p >.05). The most common upload sources were ophthalmologist (24.4%) and YouTube channel (20.2%). Regarding content, 47 videos (50%) medical education, 26 videos (27.6%) patient education, 16 videos (17%) patient experience, 5 videos (5.3%) surgical procedures in patient with uveitis. While the most popular videos were uploaded by doctors other than ophthalmologists, the videos uploaded by academic institutions and associations were found to be higher educational quality and reliability scores. Conclusions: Uveitis videos on YouTube are poor quality and reliability and are not adequately educational for patients. Therefore, the physicians must be aware of the limitations of YouTube and ensure the flow of correct medical information to patients.


2021 ◽  
Author(s):  
Tone Nygaard Flølo ◽  
Kari Hanne Gjeilo ◽  
John Roger Andersen ◽  
Kristin Haraldstad ◽  
Inger Helene Hardeland Hjelmeland ◽  
...  

Abstract BackgroundHigh levels of psychological distress and poor overall quality of life (QOL) have been identified among nursing students during the COVID-19 pandemic. The pandemic necessitated improvised reconstructions of educational curriculums and restrictions in clinical placement and training at campuses, possibly reducing educational quality. ObjectivesWe explored whether baccalaureate nursing students’ concerns and satisfaction with the educational curriculum, focusing on the conduct of clinical training, were associated with perceived psychological distress and overall QOL.Methods Baccalaureate nursing students (N=6088) from five Norwegian universities were invited to an internet-based, cross-sectional survey during the second wave of the pandemic. The survey included COVID-19 specific questions on health, education and clinical training, the Fear of COVID-19 scale (FCV-19S), The Hopkins Symptom Checklist (SCL-5) and overall QOL. Data from national surveys on satisfaction with the educational curriculum, before and during the pandemic were used for comparison.Results In total, 2605 (43%) students responded, of whom 1591 (61%) had been engaged in clinical training during the pandemic. Overall, 53% were either satisfied or fully satisfied with their educational curriculum, with the level of satisfaction being significantly lower than pre-pandemic reference values. Also, 79% were concerned or highly concerned about the educational quality. In multiple regression analyses for all students, lower levels of satisfaction and higher levels of quality concerns were associated with worse SCL-5 scores. Furthermore, satisfaction with the educational curriculum was positively associated with overall QOL. For students engaged in clinical training, only concerns about infecting others were additionally associated with psychological distress. None of the items related to clinical training were associated with overall QOL. Conclusion Nursing students’ educational satisfaction and quality concerns may significantly impact perceived psychological distress and overall QOL during a pandemic. However, with necessary adaptations implemented, concerns regarding the conduct of clinical training account for little of these associations.


Author(s):  
Priya Baby ◽  
Manju Dhandapani ◽  
L Gopichandran

The current scenario of nursing in India forces us to introspect if the nurses are equipped enough to bring out their best contribution towards the health of our country and if their voices are well heard in the healthcare system. Despite being highly skilled professionals, nurses are neither facilitated nor rewarded enough to sustain their motivation and inputs. To understand the struggles faced by nurses in India, we reviewed literature that addresses Indian nurses’ concerns and brainstormed about the major challenges that nurses encounter with key nursing personnel from nursing education, clinical services and administration from selected hospitals of India. The major challenges that negatively affect the contribution of nurses are shortage of nurses, poor working conditions and career opportunity, ineffective leadership roles, poor educational quality, low salary and state neglect. The COVID-19 pandemic has proven the vast contribution and sacrifice of nurses. The competency of nurses has gone up with specialization, and advanced nursing degrees. Enhancing nurses’ involvement in collaborative healthcare research would be a hallmark in improving the quality patient care. To efficiently utilize the contribution of the nurses in healthcare system, the society and state have to recognize the potentials and vulnerabilities of nurses, appreciate their strengths and reciprocate responsibilities to their neglected concerns.


2021 ◽  
Author(s):  
◽  
Anna Huia Williams

<p>In formal education and training, internal assessment (in which assessor judgements are made within education organisations) is widely used for summative purposes to contribute to the award of qualifications. In many jurisdictions including New Zealand, organisations that conduct these high-stakes internal assessments are required by regulation to engage in moderation within the organisation and with external quality assurance bodies to quality-assure those assessments. However, policies are rarely implemented directly as intended. Instead, they are enacted by organisations, that is, policies are interpreted and translated, with multiple factors influencing this process. One such factor is the person who takes the role of ‘policy narrator’ and leads the policy interpretation and translation within the organisation. In New Zealand there is further potential for enactment variation because education organisations are largely self-governing, and thus have substantial freedom regarding organisational systems and practices. Moderation is commonly held to have both accountability and improvement purposes. However, it is unknown what policy narrators within New Zealand organisations consider the functions of moderation to be.  This study sought to explore what the academic leaders who are responsible for moderation in New Zealand secondary and tertiary organisations (i.e., those likely to be policy narrators) perceive as the functions of internal moderation and national moderation conducted by the New Zealand Qualifications Authority (NZQA moderation). Further, the study sought to ascertain whether there are any observable differences in perceptions according to organisation type. A pragmatic mixed methods sequential research design was implemented. An online survey instrument was developed informed from interview findings, and then administered using a census approach to collect data (n = 221). Both qualitative and quantitative data analyses were conducted.  Academic leaders were found to believe that moderation functions across multiple embedded contexts, from the immediate assessment event, to organisational and societal contexts. Internal and NZQA moderation were seen to work in the narrowly-focused area of assessment quality, and the broader areas of professional learning, organisational quality assurance, maintaining public and stakeholder confidence, and educational quality (internal moderation only). Instead of subscribing to the dominant improvement and accountability discourses, for the most part academic leaders tended think of moderation in more encompassing ways than the literature suggests.  Respondents from Private Training Enterprises (PTEs) tended to see the organisational quality assurance and educational quality functions as being more important or having a stronger emphasis, and to hold a broader view of moderation functions, than those from schools.  These findings could assist those in organisations to recognise and examine the influence of their own perceptions on practice, and identify opportunities to optimise how their organisations use moderation. The findings enable policy makers to ascertain the degree of alignment between policy intent and enactment, and could inform policy development and communication to the sector. Further, the potential for NZQA to increase the broader and improvement-focused aspects of moderation practice, while maintaining—and enhancing—its accountability focus is highlighted.</p>


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