共查询到20条相似文献，搜索用时 31 毫秒
1.
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
2.
The vast majority of studies concerning the implementation of quality assurance in higher education institutions have been conducted from a national perspective, with few cross-national studies. This study aimed to explore the implementation of quality assurance standards in Europe from a comparative perspective. A questionnaire based on Standards and Guidelines for Quality Assurance in the European Higher Education Area was developed to compare countries. The results indicate that higher education institutions mainly formulate their quality assurance systems according to national standards or based on their own needs. The main emphasis in quality assurance is on teaching and learning activities and curriculum development. The major contribution of the study lies in showing how different country settings affect the implementation of quality assurance standards through presenting the strengths and weaknesses for quality assurance implementation among several European countries. 相似文献
3.
Mahsood Shah Lucy Jarzabkowski 《Perspectives: Policy and Practice in Higher Education》2013,17(3):96-106
The Australian government initiated a review of higher education in 2008. One of the outcomes of the review was the formation of a national regulator, the Tertiary Education Quality and Standards Agency (TEQSA), with responsibilities to: register all higher education providers, accredit the courses of the non self-accrediting providers, assure quality against externally set standards and reduce risk by monitoring institutional performance on various measures. One of the key changes in Australian higher education quality assurance is the shift from a ‘fitness-for-purpose’ approach to quality assurance to a compliance-driven approach using an externally developed set of standards monitored by the national regulator, which has legislated powers to place sanctions on universities and other providers for non-compliance. This article outlines the new framework introduced by the government and analyses its limitations in assuring and improving quality in core and support areas. It cautions universities against being dominated by TEQSA's compliance agenda. Rather, it encourages the development and maintenance of shared governance principles and strong internal quality improvement processes along with the establishment of an outcomes focus, which will stand the test of external compliance auditing while allowing the institution to pursue its own educational objectives. The article is based on the authors’ experience and reflection on external, improvement-led quality audits in Australia over the past decade compared with the present compliance-oriented audits now required for institutional registration and ongoing accreditation. 相似文献
4.
Chris Beaumont Claire Moscrop Susan Canning 《Journal of Further & Higher Education》2016,40(3):331-350
High quality feedback is known to be essential for learning, yet in higher education it has been highlighted as a problem area in the UK by both the Quality Assurance Agency (QAA) and National Student Surveys. Furthermore, a recent study has shown that there is a fault-line between the highly structured guidance system that exists in schools/colleges and the culture of ‘independent’ learning that is promoted in higher education and suggests that this is a significant barrier to a successful transition. This article reports research to improve the transition for first-year undergraduates by providing a structured set of guidance activities (scaffolding) as a means of an extended induction into the assessment processes in higher education. The activities are based on the dialogic feedback cycle, which encompasses principles of feedback as dialogue, emphasising guidance at the start of and during an assignment rather than summative written feedback. The intervention was evaluated by means of a questionnaire and supported by focus groups. The questionnaire was administered to a control group and an intervention group. Results showed statistically significant improvements (p < 0.05) in students’ perceptions of their understanding of assessment tasks and criteria and increased confidence in terms of completing assessment tasks and self-regulated learning. 相似文献
5.
The paper takes the external quality assurance of English universities and colleges as an example of regulation in higher education as undertaken by the Quality Assurance Agency (QAA). Regulatory scholarship generally has been largely disinterested in higher education and the paper applies a ‘regulatory lens’ to higher education quality assurance. It reports the findings of a research project on the role identities and perceptions of the auditors recruited by the QAA from the academic community for undertaking institutional audits. It suggests that such a group may be regarded as ‘regulatory intermediaries’, facing both ‘upwards’ to the regulator, and ‘down’ to those being regulated. As such, they have an important function in the delivery of external quality assurance regulation and the paper reports on how they mediate and understand a range of frequently conflicting pressures. 相似文献
6.
Marie Stowell 《Assessment & Evaluation in Higher Education》2004,29(4):495-510
Recent concerns about ‘fairness’ in university entrance have highlighted the need to review existing practices in admissions processes. The agendas for equity and social inclusion, however, must also apply to the processes and outcomes of higher education, where considerations of ‘standards’ are additionally crucial. As principles underpinning the assessment process, ‘equity’ and ‘justice’ and ‘academic standards’ are part of taken‐for‐granted cultures and practices which impact on decisions about progression, eligibility for awards and degree classification for individual students. Changing discourses of academic standards have given rise to contrasting decision‐making processes rooted in the role and operation of assessment boards. Contrasting models of assessment board cultures are developed to highlight how practices are beset by conceptual confusions about what is being assessed and the basis for judgements about success and failure in higher education. There is a strong case, not only for critical review of assessment processes, but also for monitoring outcomes for different social groups. 相似文献
7.
Lazär Vläsceanu 《Higher Education in Europe》1993,18(3):27-41
The essay begins by linking the questions of quality guarantees and maintenance, particularly in eastern and central Europe, to the processes of higher education reform, both of which are being generated by the expansion and the diversification of higher education systems, management reform, the need to protect professional standards, and the internationalization of learning. The latter factor, which has as its practical consequences the questions of the recognition and the equivalence of studies, diplomas, and degrees and of academic mobility in general, requires internationally agreed upon standards of quality assessment. Thus a discussion of the many facets of quality is introduced into a discussion leading to the consideration of policy implications of quality assessment. This in turn leads to a consideration of accreditation, a condition and set of procedures more widespread in the USA than in Europe. Quality assessment and the development of appropriate mechanisms for its assurance are linked to questions of finance and management. These mechanisms are both specific to the country in question and internationally oriented. 相似文献
8.
H. Dean Nielsen 《Distance Education》1997,18(2):284-317
Governments around the world have increasingly used distance education (DE), both preservice and inservice, to overcome conventional, campus‐based programme constraints in funding, access and student places. DE programmes have shown that they can expand assess to teacher education, but still need to demonstrate that they can produce teachers of the quality needed for today's schools. Quality assessment systems have been developed, using either examinations or impact studies, to demonstrate programme effect on graduate outcomes related to good teaching. Quality assurance systems have been designed, based on the concept of the ‘learning organisation’, to assure continuous improvement in programme conditions related to the desired outcomes. Quality assessment and assurance systems are reviewed and some examples of quality DE programmes presented. 相似文献
9.
Voldemar Tomusk 《Assessment & Evaluation in Higher Education》1995,20(1):115-124
This paper is devoted to the controversies surrounding higher education reform in Estonia. The main stress is put on the mechanism of quality assessment and assurance built into the bill of the Law of Higher Education. Owing to a significant conflict of interests between the HE institutions and the inability of any national level body to draw system‐wide policy, the bill has been discussed for four years and the parliamentary vote postponed several times. This has severely limited the development of democratic decision‐making processes in Estonian higher education. By now the traditional Soviet style of extremely centralised quality assurance has been dissolved in both higher and secondary education. In the new bill the term ‘educational standard’ is used several times: however, the content and origin of such standards remains unclear. From the comments of leading Estonian educationists, it is possible to conclude that there is a hope to copy ready‐made standards from some of the Western European countries. For this author the value of that solution is debatable. The last issue to be discussed in the paper is the idea of using relegation to the vocational sector as a punishment for poor performance. The author sees the roots of this kind of approach in the traditional underestimation of any kind of vocational education by the university community. 相似文献
10.
李志永 《湖州师范学院学报》2007,29(5):134-137
高等教育担负着培养国家高级人才的使命和功能,在很大程度上是一个民族未来发展潜力的标志。日本高等教育评估作为一种保障高等教育质量的做法在世界各国通行。作为改革势头强劲的日本,在高等教育质量评估中形成了一定的程序和制度特色,对于我国高等教育的发展具有重要的启示意义。 相似文献
11.
高校学生评价直接影响高校教育教学质量。全文较详细地比较了英国高等教育质量保证署发表的《高等教育学术质量和标准保证的实践准则》第六部分：学生评价的第一版和第二版,以为我国高校的学生评价的建设提供相应参考。 相似文献
12.
One issue facing countries in transition concerns how to ensure quality for a broader and more diverse set of institutions. Quality assurance processes (i.e. accreditation, accountability and assessment) have particular relevance today as higher education undergoes dramatic changes in countries in transition, as the world becomes more internationalised, and as private higher education institutions increase in number and enrol increasing numbers of students. Three questions emerge. Do differences among transition countries relative to central control prior to independence explain the current set of quality assurance mechanisms? Has the growth of private higher education in transition countries affected how quality assurance is conceptualised? Have quality assurance mechanisms been affected by the opening of branch campuses in transition countries? 相似文献
13.
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
14.
A quantitative approach to assessment of work‐based learning outcomes: an urban planning application
Assessing student perceptions and opinions of their university education is now standard in quality assurance processes for learning and teaching. In Australia, the Course Experience Questionnaire (CEQ) has been institutionalised as a national survey of graduand opinion and is used as the key indicator of tertiary teaching quality. A little‐used variant called the Work Experience Questionnaire (WEQ) provides an adaptation to the specific case of work‐based learning. Work‐based learning is a vital component of many professional degrees. It is a staple of urban planning education and yet there are few reported evaluations of specific student learning experiences. This paper illustrates the utility of the WEQ methodology when applied to codify the views of undergraduate urban planning students following a ‘sandwich year’ of industry training. The specific results are discussed and the wider implications of the model are assessed. 相似文献
15.
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
16.
美国"学习质量改进项目"认证分析及其启示 总被引：2，自引：0，他引：2
通过分析美国高等教育中北区域认证委员会“学习质量改进项目”认证方式中的评估指标,同时,比较中国普通院校评估所使用的评估指标,提出问题。高校评估的重要目的是通过评估促使高校内部质量保证体系的建立。 相似文献
17.
Quality assurance codes and guidelines for systems of higher education change frequently and sometimes rapidly and dramatically. More often changes are gradual and incremental. This paper examines types of change to these codes and guidelines and uses strategic management theory to outline three modes of development and change. An example of gradual change, sometimes referred to as ‘logical incrementalism’ or ‘adding bells and whistles’ is outlined from Oman. A contrasting example of discontinuous change known as ‘emergent strategy’ or ‘code by catastrophe’ is used from Australia. Elements of a third ‘co-participative’ model incorporating stakeholder and community input alongside technical knowledge are becoming more frequent. An ideal model is proposed drawing from the best aspects of logical incrementalism and co-participative development. This model can be applied to changes in codes, guidelines and standards in multiple systems and sectors. 相似文献
18.
Gail Crimmins Gregory Nash Kristel Alla Ginna Brock Bree Hickson-Jamieson 《Assessment & Evaluation in Higher Education》2016,41(3):427-441
There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework. 相似文献
19.
Abstract One issue facing countries in transition concerns how to ensure quality for a broader and more diverse set of institutions. Quality assurance processes (i.e. accreditation, accountability and assessment) have particular relevance today as higher education undergoes dramatic changes in countries in transition, as the world becomes more internationalised, and as private higher education institutions increase in number and enrol increasing numbers of students. Three questions emerge. Do differences among transition countries relative to central control prior to independence explain the current set of quality assurance mechanisms? Has the growth of private higher education in transition countries affected how quality assurance is conceptualised? Have quality assurance mechanisms been affected by the opening of branch campuses in transition countries? 相似文献
20.
Sandra Grant Barbara Comber Susan Danby Maryanne Theobald Karen Thorpe 《Cambridge Journal of Education》2018,48(4):515-532
The increased regulation of teachers’ work is a global phenomenon across education sectors. In Australia the governance of Early Childhood Education and Care (ECEC) embeds international priorities for quality improvement in educational programmes. The implementation of a National Quality Framework (NQF) for the assessment of ECEC services has mobilised the production of a suite of regulatory texts. The regulation of teachers’ work is legitimised through the discourse of quality embedded in policy guidelines. Drawing on interview data from preschool teachers, this paper employs institutional ethnography (IE) to investigate teachers’ accounts of producing a Quality Improvement Plan. As teachers operationalise the expectations of quality assurance in the NQF, their work is oriented to gathering evidence of an approved quality of practice. The findings indicate a shift in professional focus to increased documentation of ‘quality of practice’, goal setting and evidence of the collaborative construction of Quality Improvement Plans. 相似文献