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1.
Starting from the main objective of external quality assurance (EQA) procedures to assure and improve the quality of higher education institutions and its provisions, the paper examines expected impacts of EQA procedures on institutions from the perspectives of three European quality assurance agencies. First, the paper examines the expected impacts of different standard parts of a typical peer review procedure on higher education institutions and assesses when a procedure is most likely to have an effect on the institution. The second part presents the current practices of the three EQA agencies, AQU Catalunya (Spain), Evaluationsagentur Baden-Württemberg (evalag) (Germany) and the Finnish Education Evaluation Centre (Finland) on assessing the impact of their EQA procedures.  相似文献   

2.
This article considers how a framework for understanding group and organisational behaviour, systems-psychodynamics, can be utilised by educational psychologists taking up an organisational consultancy role to work with schools as whole systems. It outlines the three main theories that constitute a systems-psychodynamic perspective and considers how the approach has been used by educational psychologists. Two case studies are presented that explore how psychoanalytic concepts such as splitting, projection, use of counter-transference, social defences and others can be applied. Key themes from the case studies are analysed and salient details discussed. The article then discusses implications for practice and further areas of study.  相似文献   

3.
Amidst the international movement toward establishing more rigorous external quality assurance, the recent quality assurance reform within the Ontario public university sector involves a shift of focus from external to internal quality assurance. This paper explores to what extent organisational learning was occurring at three comprehensive Ontario universities while they managed institutional change for assuring the quality of graduate programmes in response to the system-wide quality assurance reform. Drawing upon Senge’s framework for building a learning organisation, the study found that certain levels of organisational learning were taking place, albeit to different extent and in different pace, at the three Ontario universities during the initial years of transition. The findings also illustrate that institutional change and organisational learning are inextricably linked and that organisational learning is occurring as a result of the interactions between the organisational domain of action and the individual domain of learning.  相似文献   

4.
《Africa Education Review》2013,10(2):380-394
Abstract

This article looks at how the application of the concept of a ‘learning organisation’ can be used at a specific organisation in South Africa to change the work performance of its employees. We do this by exploring different theories, models and definitions of organisational learning, learning organisation, organisational knowledge and knowledge management in the field, and against this background examine the perceptions of employees at a South African Organisation. The article underpins this approach by uniquely balancing conceptual rigour with practical experiences of employees at this institution. The view is taken that organisations are living systems that have the capacity to renew themselves by continuously reflecting on their practices and thereby create new knowledge, share and leverage it. Knowledge acquisition and sharing is closely linked to the core values of the organisation in order to achieve business competitiveness, set goals, efficiency, and overall strategic success. The purpose of this article is to understand how an organisation's training department could use the concept of a learning organisation within the South African context to sustain change. To achieve this objective we (the researchers) used a qualitative research paradigm. A phenomenological design presented the research with opportunities to analyse, interpret, and describe the perceptions, feelings and experiences of the participants at the organisation. Eight semi-structured individual interviews provided data for the purposes of this research. The data was analysed to identify categories, themes and sub-themes. The five main themes discussed are organisational learning, organisational culture, organisational change, globalisation and knowledge management and these were linked to the theory of learning organisations and were based on the findings.  相似文献   

5.
Research on the impact of professional doctorates on students and their organisations has reported contested outcomes. We undertook a study to develop a causal explanation of how organisational change may, or may not, result from participation in a Doctor of Education programme (EdD). Drawing on critical realist perspectives, the research found that all the doctoral students shared professional concerns with their work colleagues. In some cases, however, this sharing fostered social relations that supported both collective meta-reflexivity and a performative collective reflexivity, and that resulted in organisational change. Variation in the students’ impact on their organisations was further connected to their organisational roles, and to the extent to which their agency aligned with organisational agendas or other external regulatory and normative systems. Strictly limited, or no, organisational change was, however, evident where collective reflexivity was seen to be restricted or to involve contestation. The article concludes that there is significant value to gain by conceiving learning on a professional doctorate not simply in terms of personal growth, but also in terms of mastering a discourse that crosses both research and professional practice and developing the capacity to draw others into that discourse in an organisationally relevant and yet critical fashion.  相似文献   

6.
Teachers are often assumed to have a negative attitude towards quality endeavours of their institutions and to hold defensive organisational values. However, there is little empirical research on this issue. This study focuses on teachers’ conceptions of quality, on their preferred organisational values and on the relationships between the two. A written questionnaire was presented to the teaching staff from 18 departments of universities of applied sciences in the Netherlands (N?=?266). It comprised 18 questions about teachers’ conceptions of quality, representing two quality scales: compliance and accountability and enhancement and improvement. A further 24 questions, related to organisational values, represent two scales that typify flexible organisations, and two that typify control-oriented organisations. The results reveal a neutral score on the compliance and accountability conceptions of quality and on the control-oriented organisational values, and a high score on enhancement and improvement and on the flexibility-oriented values. Both pairs appear to be moderately positively correlated. Despite the need for further qualitative research, it can be concluded that teachers perceive quality first and foremost as enhancement and improvement, rather than as compliance to external standards and accountability. These findings offer interesting perspectives for the further development of an internal quality culture in higher education.  相似文献   

7.
The article considers the process of creating quality improvement in higher education institutions from the point of view of current organisational theory and social-science modelling techniques. The author considers the higher education institution as a functioning complex of rules, norms and other organisational features and reviews the social mechanisms and processes through which agencies can stimulate quality improvement. The article provides a few examples of how these social processes might be modelled using social simulation techniques, including agent-based models, discrete event simulation and other modelling techniques developed for representing complex social processes of coordination and cooperation. A better representation of universities as complexes of organisations will support more effective quality improvement by higher education leaders and external agencies.  相似文献   

8.
An international school may make organisational choices that divide the school by curriculum, grade-level, language and location. This article explores how a school’s organisational stratification impacts how the school supports changing teaching and learning practices through technology. The article draws from case data of technology integration specialists at international schools in Hong Kong. A variety of organisational sections and responses to imbalances in technological pedagogical support between sections are presented. The findings highlight how stratification may not only act as an appropriate valve for change and facilitate intercultural exchange through technology but also perpetuate existing inequalities within and between schools.  相似文献   

9.
In this article, we report results of a survey of 1,397 teachers in 26 primary and 17 secondary schools in England as part of the Learning How to Learn project. We consider how school self-evaluation can be understood within an organisational learning frame. Factor analysis of teachers' responses helped us identify 4 dimensions of organisational learning approaches to school leadership and management. Comparisons were made between teachers' perceptions of school leadership and management practices and the values they placed on those practices. We discuss the usefulness of analysing values-practice gaps for furthering understanding of organisational learning approaches to school leadership and management. Analysis of gaps between teachers' values and practices reveals significant inconsistencies between perceptions of current practices and values across a broad spectrum of school leadership and management practices. Perceptions of practice were significantly behind the values that teachers place on each of the 4 dimensions of practice.  相似文献   

10.
This article describes an example of how action learning was used as a framework for an organisational intervention to fundamentally change the organisational culture over a period of time. It also identifies our learning over that period of time and what worked well (and not so well) in an International Non-Governmental Organisation in Nepal.  相似文献   

11.
Corruption and malpractices in higher education are today a major concern in nearly all higher education systems worldwide. It is a multifaceted phenomenon and has become particularly visible in the academic domain. This paper represents an exploration of the possible role that quality assurance can play in addressing corruption and malpractices. First, it briefly studies the factors that enhance the risk of corruption and malpractice in higher education. Second, it examines how quality assurance systems can potentially identify and prevent corruption in higher education. Third, it discusses organisational options that prevent corruption in the quality assurance procedure itself. In other words, how the quality assurance procedure should be built in order to lower the risk of becoming itself the object of unethical behaviour and corruption.  相似文献   

12.
Institutional Research (IR), as a concept, has been gaining traction in the UK and across the world, as evidenced by the growing number of European, African, Australasian and North American associations, communities, conferences and publications. This paper stresses the need for high-quality (Institutional) research behaviours, aligned with and embedded in quality assurance (QA) and enhancement approaches as part of the ‘systematic’ functions required by the QA Agency. Terenzini's ‘three tiers of organisational intelligence’ are offered as a benchmark for framing IR as a highly credible, efficacious, pursuit. It is argued that when IR has the expected features of academic research, it is more likely to be supported and have positive impact on practices and policy development.  相似文献   

13.
Not until the late 1990s did the rational/emotional binary embedded in mainstream literature on educational leadership and management come under challenge. Now the emotional dimensions of organisational change and leadership are widely recognised in the leadership, organisational change and school improvement literature. However, the dissolution of the binary did not draw from feminist social theory, critical organisational theory, the sociology of emotions or critical pedagogy. Instead, the strongest influence in educational leadership and administration has been from psychological theory, management theory and brain science, mobilised particularly through Goleman's notion of emotional intelligence. This article undertakes a feminist deconstruction of two texts: one from organisational theory by Goleman and the other on educational leadership and school improvement, in order to explore how ‘emotion’ has been translated into educational leadership. As a counterpoint, I identify the gaps and silences, appropriations and marginalisation identified from feminist perspectives. I argue that the emotional labour of teaching and leading cannot be individualised because emotion is both relational and contextual.  相似文献   

14.
There is growing international concern to regulate and assure standards in higher education. External peer review of assessment, often called external examining, is a well-established approach to assuring standards. Australian higher education is one of several systems without a history of external examining for undergraduate programmes that is currently considering the approach. What can entrants to external examining at that level learn from the UK higher education system's long history of external examining? To that end, this paper reports on a mixed methods research project designed to investigate current practices in how academic standards are conceived, constructed and applied by external examiners and debates the implications of the findings for the development of external examining in other countries. The findings suggest that the potential of experienced peers in a subject discipline to provide the assurance of standards is limited. It concludes by presenting various possible enhancements that might be considered.  相似文献   

15.
This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post‐2011 has restricted HTs’ professional agency and re‐orientated the head teacher role towards organisational professionalism. Drawing on semi‐structured interviews (n=30) with both head and deputy head teachers, the article argues that issues with the recruitment and retention of HTs in Wales can, in part, be explained by the promotion of managerial and technicist approaches to professional practice. This role reconfiguration is the result of myriad and, at times, overlapping accountability mechanisms. The article illustrates how these changes to HT professional roles and identity are more intense within a small education system where HTs had, traditionally, enjoyed an elite professional status. To ameliorate these issues, the article proposes policy initiatives which the Welsh Government could introduce to foster the agency of HTs within a revised professional framework for educational leadership in Wales.  相似文献   

16.
Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID-19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners.

Practitioner notes

What is already known about this topic
  • Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies.
  • However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution.
  • There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation.
What this paper adds
  • This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs).
  • This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs.
  • This review paper demonstrates that bottom-up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs.
Implications for practice and/or policy
  • Universities should create structures that enable innovation and creativity by promoting bottom-up and opinion leadership as well as shared decision-making processes as they are important for the successful implementation of educational technologies in HEIs.
  • Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs.
  • The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs.
  相似文献   

17.
External quality audits are now being used in universities across the world to improve quality assurance, accountability for quality education and transparency of public funding of higher education. Some countries such as Australia, New Zealand, United Kingdom, Sweden and Denmark have had external quality audits for more than a decade but there has been limited research as to their impact. This study analyses the extent to which external audits in Australia have improved quality assurance in universities over the past 10 years. The analysis is based on discussions with 40 participants in a workshop on the effectiveness of audits and the review of 60 external quality audit reports between 2001 and December 2010. The research found that while external audits have led to an improvement in systems and processes in Australian universities, they have not necessarily improved the student experience. This lack of impact on the student experience in Australia is similar to other countries, according to the literature review. This study is timely in its analysis on the effectiveness of the current improvement-led audits, as government in Australia is in the process of renewing quality assurance arrangements of higher education institutions with a focus on standards and outcomes.  相似文献   

18.
This paper reports on the first phase of a case study that investigated how early childhood teachers experience organisational change. As one of three levels of quality improvement, State government‐funded curriculum initiatives were developed with an aim to promote change. Three curriculum documents, one each focusing on literacy, pedagogy and health, were released in a short time frame. Analysis of the content of these documents reveals four themes of change that reflected the theories underpinning the waves of change flowing across New South Wales, Australia, in the years 2001–02.  相似文献   

19.
ABSTRACT

Transnational migration, especially the growth of forced migration is unsettling the literature on widening access to university education. Equity definitions and understandings that frame social inclusion have presumed stable domestic populations within nations and targeted redressing historic internal social inequalities. Refugees and people seeking asylum have high aspirations to access to university education to gain recognition or update qualifications. University access for refugees and people seeking asylum is hampered by restricted funding entitlements that privilege citizens and admissions criteria that position them in the international student market and favour language and cultural requirements that reflect the dominant national culture. A qualitative narrative-based case-study of the admissions practices in one university in Australia explored the opportunities and blockages experienced by those seeking access and the dilemmas recognised by the admissions’ gatekeepers. Employing organisational theory and Scott’s three pillars of a neo-institutional framework, the regulative, the normative and the cultural-cognitive pillars, the article argues that homogenised institutional policies and practices to assess applications construct norms of access and equity, which create new exclusions for forced migrants. In revealing how some gatekeepers sought to ‘workaround’ these practices of exclusion, the article provides hope that informal learning within organisations can lead to organisational change.  相似文献   

20.
The purpose of this article is to present a specific approach to the practice of action research ‘in complex organisations’. Clearly, there are many approaches to the challenge of doing action research in organisations; approaches that are, and also must be, quite context dependent and specific. But my purpose is neither to give an overview nor a recommendation of how action research is or should be done in complex organisations by different schools of action researchers around the world. The approach I will present has grown through practical experience accumulated over many years with doing action research in many different Norwegian organisations with organisational change and development as the specific objective. I will limit myself to an outline of this Norwegian context, and to how I and others have worked specifically with organisational learning both practically and theoretically within or in relation to a broad Norwegian or Scandinavian approach to action research and organisation development represented by many individuals.  相似文献   

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