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1.
《Journal of Further & Higher Education》2012,36(4):367-374
The issue of student attrition (where students leave a programme of study for any reason) is maintaining a high profile across the higher education sector and is a key concern for those delivering nurse education. Many authors have pointed out the cause for concern that student nurse attrition raises and its impact on the higher education institution (HEI), on the student body generally, on partners in practice, and on the student who leaves. The reasons that student nurses leave their programmes of study are similar to the reasons that other students leave (financial, personal, academic, lack of support, etc). For student nurses there are also issues with their experiences in practice. It is clear that with all student attrition, the reasons for leaving are complex in nature. It must be accepted that there are some issues that cannot be addressed by HEIs, but that ways to tackle attrition and to enhance student retention must be high on the agenda of any education provider. Individual programmes of study can utilise approaches to curriculum development that aim to enhance the student experience. The introduction of an enquiry‐based learning strand to the curriculum of one pre‐registration nursing programme aims to address some of the reasons for student attrition, namely: lack of support, poor academic performance, lack of study skills, disillusionment and low motivation, lack of confidence, and the theory‐practice gap resulting in stressful practice experiences. Enquiry‐based learning (EBL) is not seen as a panacea for student attrition, but it is seen as a positive way in which to enhance the student experience. 相似文献
2.
In the pursuit of mass higher education, fears are often expressed that the quality of higher education suffers as access is increased. This quantitative study considers three proxies of educational quality: (1) prior academic achievement of the student, (2) attrition and retention rates and (3) progression rates, to establish whether educational quality suffers when supply is significantly increased. The period of analysis (2009–2011) saw just such an increase in higher education places in Australia, as universities prepared for the removal of all caps on undergraduate domestic student places in 2012. Our analysis reveals that, whilst widening access results in more students with lower levels of academic achievement entering higher education, this does not necessarily equate to a lowering of educational quality. Furthermore, although on average student progression rates dropped slightly, retention rates actually increased in the majority of universities, suggesting high levels of student perseverance. In addition, there were already wide variations in attrition and progression rates between universities, and the changes observed between 2009 and 2011 did not lead to substantial alterations. 相似文献
3.
Studies on student engagement in learning have mainly focused on undergraduate degree courses. Limited attempts have been made to examine student engagement on open access enabling courses, which is targeted to underrepresented students in higher education. Students on open access enabling courses are at high risk due to a low academic achievement in high school, the gap between schooling, work and post-secondary education, and different kinds of personal and academic barriers. This paper reports on a pilot quantitative study using a survey method undertaken at an Australian university. The study examined a range of issues related to student engagement, including learning barriers, engagement and experience in learning, skills attained, motivation to complete study, career pathway, and key reasons for selecting a particular pathway. The study found that online students are less engaged in learning and, therefore, efforts need to be made to improve their sense of belonging to the university. The findings of the study are critical due to high attrition on open access enabling courses and it argues the need to improve the engagement, retention, and success of students on such courses. 相似文献
4.
In this paper the current national legislations, the quality assurance approaches and the activities of impact analysis of three quality assurance agencies from Romania, Spain and Germany are described from a strategic perspective. The analysis shows that the general methodologies (comprising, for example, self-evaluation reports, peer reviews, on-site visits, assessment reports, follow-up measures) and main subjects of quality assurance in higher education (such as study programmes and institutional structures and processes) are very similar in the sample cases. However, up to now, impact evaluation of quality assurance has not been implemented systematically in the sample agencies (as in many others). This is the more relevant since the European standards of quality assurance in higher education oblige quality assurance agencies to analyse their general findings and observe the effects of their activities. Against that background, it is argued that methodologically sound impact analyses of quality assurance interventions in higher education institutions should be seen as an integral part of the agencies’ own quality assurance because it would make their work more transparent and easier to improve systematically. The paper identifies some professionalisation needs required for impact evaluation competences: staff and peers who are qualified by methodological knowledge but also by ‘soft’ skills such as project and conflict management. 相似文献
5.
The aim of this study was to examine the extent to which broad indicators of performance, such as student satisfaction with program, teaching, student life and experiences after graduation, could be used for program improvement. Information was obtained from graduates of a major research university in Canada who had received an undergraduate professional degree during the period from 1983 to 1992. Perceived quality of teaching was found to contribute significantly to graduates' rating of the overall quality of their academic program. The most frequently mentioned meaningful feature of their undergraduate education for alumni was the development of the ability to think. The results suggest the need for policy changes to improve teaching and the need for greater organizational coherence in post‐secondary institutional evaluations. 相似文献
6.
Hongbiao Yin 《Assessment & Evaluation in Higher Education》2015,40(8):1032-1049
Assessing and improving the quality of undergraduate teaching is an important issue in China. Using the Course Experience Questionnaire, this study examined the quality of undergraduate teaching by investigating the relationships between students’ course experience, the learning outcomes demonstrated by the students and the learning environment. Two thousand and forty-three second-year students participated in a questionnaire survey. The results indicated that different aspects of the students’ course experience variously affected learning outcomes, such as overall satisfaction with the course, academic efficacy and the development of generic skills. These results reflected the characteristics of undergraduate teaching in China, and highlighted the need to enhance student autonomy and self-study. In addition, the appropriateness of learning resources and the level of academic freedom in the institutions were found to more powerfully influence students’ course experience than the provision of supportive facilities and services. These findings have implications for improving undergraduate teaching and its quality assurance in China. 相似文献
7.
Student satisfaction and the quality of education are of compelling interest to students, academic staff, policy-makers and higher education researchers internationally. There is a widespread belief in their ‘cause and effect’ relationship. This paper tests these beliefs and explores how the level of student satisfaction is linked with the perceived quality of PhD education. Using expectancy value theory as a framework and interview data from PhD students and their supervisors, this paper suggests that satisfaction is not necessarily perceived as an indicator of quality education. Levels of student satisfaction can be influenced by students’ expectations prior to their study and their preconceived beliefs regarding the value of a PhD education. Concern is raised that an overemphasis on student satisfaction may pose a threat to the quality of PhD programmes, making it increasingly difficult for universities to retain their integrity and reducing the intellectual challenges that PhD students need to experience. 相似文献
8.
关于建设我国高等教育质量保证体系的若干思考 总被引：7，自引：0，他引：7
LIU Xian-jun 《高等教育研究》2008,(7)
加强科学管理,建设科学完善的高等教育质量保证体系,是高等学校提高教学质量的重要措施之一。高等教育质量保证离不开教学评估。创新高等教育质量保证体系,应在对以往本科教学评估进行科学、系统评估(元评估)的基础上进行。高等教育质量保证体系由内部质量保证体系和外部质量保证体系构成,其中内部质量保证体系是基础,外部质量保证体系是动力。面对新的形势和环境的变化,我们应努力探索新的高等教育质量评估范式。 相似文献
9.
Peter Grainger Lenore Adie Katie Weir 《Assessment & Evaluation in Higher Education》2016,41(4):548-559
Quality assurance is a major agenda in tertiary education. The casualisation of academic work, especially in teaching, is also a quality assurance issue. Casual or sessional staff members teach and assess more than 50% of all university courses in Australia, and yet the research in relation to the role sessional staff play in quality assurance of student assessment outcomes is scarce. Moderation processes are a pivotal part of robust quality assurance measures. Drawing upon previous work surrounding four discourses of moderation, this pilot project reports the results of research into the role and impact of sessional staff in moderation processes at tertiary level. Qualitative data were gathered through focus interviews. Results, in the form of various moderation discourses, indicate that sessional staff impact the formal quality assurance processes in numerous ways. 相似文献
10.
研究型大学在美国高等教育系统中具有显赫的地位。但是当研究型大学在国家支持下其研究与服务功能得到空前强化时,其本科生教育却受到不应有的忽视。为改变重研轻本现状,美国在世纪之交掀起了一场研究型大学本科教育改革运动,重申精英培养目标,将研究性教学定为质量标准,强化学术性本科质量管理,大力开展学习成果评估,形成了鲜明的学术性本科质量保障特征。 相似文献
11.
《Higher Education Policy》2001,14(3):225-240
This article examines the impact of European integration on higher education policies of the Netherlands, Belgium/Flanders and Germany. The analysis of higher education policies in the three countries is part of a broader project, which focuses on a majority of E.U. member states. The selection of the three countries for this paper is not based on any methodological considerations. The question addressed is if higher education policies of member states are converging, diverging or not changing at all, and whether such developments are a consequence of the policies of the European Union (E.U.) or of other factors (e.g., the globalization of the market or of institutions imitating each other). A preliminary assessment leads to the conclusion that a number of important indications of convergence are present in national policy arrangements in the field of higher education (in particular student mobility and quality assurance, but less in the structure of higher education systems My attention will be focused on the structure of higher education systems, on quality assurance and on student and teacher mobility. These domains appear to cover most relevant issues pertaining to higher education policies in the European Union member states (funding of higher education is sometimes considered as a separate domain, but it can also be regarded as an element of the structure of higher education systems, while it is also related to the issue of quality assurance).). The European Union, however, does not have much legal authority in the policy sector in question. Thus, an explanation for converging national policies may lie elsewhere, in part in the concept of “institutional isomorphism”. 相似文献
12.
本科教育质量保证研究——历史与比较的视角 总被引：2，自引：0，他引：2
HUANG Fu-tao 《高等教育研究》2008,(3)
本文从历史和比较的视角,依据高等教育大众化发展分期理论,以质量保证主体为主要依据,概括出精英阶段本科教育质量保证的三种类型:院校主导型、政府主导型和衍生型,并对不同模式的产生背景和特征做了详细分析。重点阐述了大众化和普及化阶段本科教育质量保证的模式及其趋向。提出了大众化阶段两种质量保证类型:前期大众化模式和后期大众化模式。并以英国为例,阐述了后期大众化国家中外部评估产生的过程及其特征。以美国和日本为案例,对普及化阶段本科教育质量保证的一般动向进行了简要概括,特别提出了通过外部或第三者评估,重视学习成果评估可能是未来本科教育质量保证的发展趋势。 相似文献
13.
D. Royce Sadler 《Quality in Higher Education》2017,23(2):81-99
Quality assurance processes have been applied to many aspects of higher education, including teaching, learning and assessment. At least in the latter domain, quality assurance needs its fundamental tenets critically scrutinised. A common but inadequate approach has been to identify and promote learning environment changes ‘likely to improve’ learning outcomes. They are simply labelled ‘quality assurance’ without establishing their effectiveness. Part of the problem is that the case for quality assurance has been largely taken as self-evident. Originally, quality assurance principles were developed in domains outside higher education. In those, auditable product, service and other standards play a central role. Although external processes do not directly transfer to higher education, their underlying principles offer perspectives and pointers for reconceptualising quality assurance and improving assessment and grading. Quality assurance should be grounded in authoritative and properly formulated academic achievement standards applied to actual student works, performances and course grades. 相似文献
14.
Mahsood Shah 《Assessment & Evaluation in Higher Education》2012,37(6):761-772
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
15.
Non-academic characteristics and traits, such as academic self-efficacy and conscientiousness, have maintained the interest of higher education researchers for decades. A considerable amount of research has found that these non-cognitive variables (NCVs) are generally predictive of undergraduate success. However, most prior studies have focused on the use of NCVs in 4-year colleges, and understanding if and how these measures predict the academic trajectories of community college students has received less attention. As past work has indicated that NCVs are differentially predictive for students from different backgrounds, such an examination is needed. Drawing on data from two diverse community colleges, our study addresses this need by exploring if seven popular NCVs predict both short and longer-term student outcomes, how these measures are related to help-seeking behaviors, and their utility in identifying students at risk of serious academic failures. We find statistically significant relationships between NCVs and GPA outcomes but conclude that their practical utility appears trivial.
相似文献16.
Geoff Woolcott Robyn Keast Daniel Chamberlain Ben Farr-Wharton 《Quality in Higher Education》2017,23(2):120-137
Discussions of support and intervention in undergraduate university education are dominated by discussion of attrition. This study quests more broadly in arguing that support and intervention for undergraduate students may also benefit from models of engagement and success as well as conventional risk and failure. Supporting this proposition is a study that involved multifactorial approaches based in a combination of aspects of social network theory and social ecology theory. Analysis was enacted through social network analysis of archival data sets derived from a single cohort of 4065 undergraduate students at a regional Australian university. The findings suggest that models of academic success are suited to examination of the broader issues of student agency and undergraduate university education. The success networks developed are uniquely student-centred and place-based and may serve as more nuanced models for university intervention and support structures and mechanisms. 相似文献
17.
Paul Ginns Rob A. Ellis 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):652-663
This paper reports on the development of a scale for determining the quality of the student e-learning experience at the degree level when the student learning context is predominately a campus-based experience. Rapid developments in the use of information and communication technologies (ICT) in higher education require methods for evaluating the contribution of such tools to student learning, especially when they are complementing a face-to-face experience. We examine the psychometric functioning of a proposed e-learning scale in relation to a well-validated degree-level teaching evaluation instrument, the Student Course Experience Questionnaire. The e-learning scale has suitable reliability and validity in the present sample of undergraduate students for quality assurance activities around ICT. 相似文献
18.
Richard Winter 《Assessment & Evaluation in Higher Education》1994,19(3):247-257
The debate concerning quality assurance in higher education is frequently conducted in terms originating outside the culture of academic institutions, such as ‘fitness for purpose’ and ‘meeting customer expectations’, which are often experienced as jarring with traditional conceptions of higher education. However, quality assurance issues surrounding the accreditation of work‐based learning within academic awards suggest how these terms may serve to pose some useful general challenges to current modes of assessment. In particular, the recognition of the need to be as precise as possible about anticipated learning outcomes, characteristic of procedures for accrediting work‐based learning, offers some useful lessons in managing the quality of traditionally taught courses. 相似文献
19.
Academic Standards and the Assessment of Student Learning: Some Current Issues in Australian Higher Education 总被引：1，自引：0，他引：1
This paper reports a recent national studyby the Centre for the Study of HigherEducation into contemporary practices in studentassessment in Australian higher education and theissues of quality assurance facing thesector in the light of public speculationand concern about academic standards. Amajor issue emerging from the project isthe importance of defining the relationshipsbetween approaches to student assessment andgrading, quality assurance and academic standards. The paper discusses the issues surrounding academicstandards in Australia in the context ofthe new national framework for highereducation quality assurance and the role of theAustralian Universities Quality Agency (AUQA). 相似文献
20.
当前,研究生教育存在一些比较混乱的局面,包括招考过程的“潜规则”、研究生培养目标模糊、研究生教育本科化、学术近亲繁殖、师生关系异化、研究生的创新能力不足、师生比过低、研究生教育布局不合理等现象。为了有效地解决这些问题,需要对研究生教育进行治理：重新定位研究生教育目标,改革研究生教育内容,进行研究生教育管理改革,推进研究生教育国际化进程,加快《研究生教育法》制定,构建研究生教育质量保障体系,以促进我国研究生教育更好更快地发展。 相似文献