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Since the late-1990s, the University of South Australia has embedded seven Graduate Qualities across all programs. Subsequently, the higher education landscape has changed dramatically in terms of national policies and standards, as well as technologies available to support learning and teaching. Most higher education institutions now have their own list of qualities or attributes developed by graduates. Further changes in Australia include quality assurance accredited through a national body, such as the Tertiary Education Quality and Standards Agency, and the development of disciplinary Threshold Learning Outcomes under the Learning and Teaching Academic Standards project. Similar changes are underway internationally. A multi-disciplinary research project at University of South Australia explored how ePortfolios might enhance this learning environment with a focus on aligning standards, Graduate Qualities and professional requirements. This paper outlines approaches taken in Engineering and Law undergraduate programs using two different ePortfolio tools (PebblePad and Mahara), where we sought to discover if this would empower learners to articulate their achievements and to understand professional frameworks. Lessons learnt and evaluation data are presented, along with recommendations to support a progressive developmental approach across programs. Whilst the experiences relate to two disciplinary areas, the approach taken can be adapted for other programs. Many of the insights gained also apply to strategies that exclude ePortfolio tools. 相似文献
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Neyir Ozcan M. Syed Ali J. Yogambigai Quanxin Zhu Sabri Arik 《Journal of The Franklin Institute》2018,355(3):1192-1216
This paper is concerned with the problem of robust synchronization of a class of complex dynamical networks with time-varying delays and reaction–diffusion terms. To reflect most of the dynamical behaviors of the system, the parameter uncertainties are considered. A sampled-data controller with m stochastically varying sampling periods whose occurrence probabilities are given constants is considered. The control objective is that the trajectories of the system by designing suitable control schemes track the trajectories of the system with sample-data control. It is shown that, through Lyapunov stability theory, the proposed sample-data controllers are successful in ensuring the achievement of robust synchronization of complex dynamical networks even in the case of uncertainity and Markovian jumping parameters. By utilizing the Lyapunov functional method, Jensen’s inequality, Wirtinger’s inequality and lower bounds theorem, we establish a sufficient criterion such that, for all admissible parameter uncertainties, the complex dynamical network is robustly synchronized. The derived criteria are expressed in terms of linear matrix inequalities that can be easily checked by using the standard numerical software. Illustrative examples are presented to demonstrate the effectiveness and usefulness of the proposed results. 相似文献
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Sara Hammer Lindy Abawi Peter Gibbings Hazel Jones Petrea Redmond Syed Shams 《高等教育研究与发展》2018,37(4):730-743
Within the higher education context, capstone units can be viewed as a significant means of assuring intended learning outcomes for programmes. They provide students with the opportunity to consolidate and apply prior and new disciplinary learning, as well as employability skills and graduate attributes. This paper describes the first stage of an initiative in a regional, Australian university to develop a capstone quality review framework that can be applied across disciplines. A deductive, thematic analysis of relevant literature, guides and institutional strategic documents using a constant comparison method was used to develop a collectively agreed upon set of capstone quality domains and related criteria. These would enable reviewers to assess whether capstone curricula were fit-for-purpose. Capstone domains and criteria were validated and revised using a multi-stage, moderated review of 10 capstone units. This validation process affirmed that to avoid issues with reviewer inter-rater reliability, future use of our framework should emphasise calibrating reviewer interpretation to ensure greater levels of shared understanding of underlying concepts. It further suggested the desirability of incorporating aspects of teacher self-assessment, teacher feedback and student results. Provided these findings are accounted for, we conclude that the proposed capstone review domains and criteria could be used for quality review and enhancement, or capstone benchmarking processes, regardless of discipline area. 相似文献
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Rahidzab Talib Razidah Ismail Roziah Mohd. Janor Azni Zain Ahmed Syed Abdul Kader Aljunid 《Assessment & Evaluation in Higher Education》1999,24(2):205-213
Since its inception 30 years ago, the then Department of Engineering Science, Institut Teknologi MARA (ITM) was given the responsibility of preparing all the students in the first year engineering programmes by giving enough knowledge in basic science and mathematics. The nation's vision to become a fully‐industrialised economy by the year 2020 required all institutes of higher learning (IHLs) in Malaysia to increase their intake of students in the science and technology courses, especially in engineering. However, at the upper secondary education level, students have the freedom to choose between the science‐based or non‐science combination of subjects. This has led to a dearth of science‐based students enrolling in IHLs. Because ITM believes that it is possible to educate individuals from various backgrounds, the engineering courses are open to students with a variety of academic qualifications. Special bridging courses were designed and created for such students since late 1996. The success or failure of the new courses can be assessed after the students have gone through the proper first year engineering courses which consist of Mathematics, Physics and Chemistry. This paper reports on a pilot study on the pioneer groups of students with variable entry qualifications to assess the effectiveness of the courses. The study involved the analysis of the students’ examination results as a performance indicator, and it was found that the bridging programme for non‐science students needed to be redesigned. It is also proposed that to improve the quality of the programme, and hence students’ performance, a regular review be conducted, student support activities be continued and to expand the use of self‐study materials. 相似文献
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在巴基斯坦现行高等教育行政管理机构及组织体系下,巴基斯坦高等学校设置制度的构建缘起、设置程序及标准具有一定的特色.研究发现,巴基斯坦高等学校设置程序围绕申请、审核、考察、赋权等四个环节进行,具备系统的设置标准,涵盖师资队伍建设、设备场地规范、经费使用、管理若干方面.巴基斯坦高等学校设置制度较为完备,符合本国国情,利益主体均衡,标准刚柔相济,但也存在重硬件、轻科研,未能为高等教育国际化纵深发展预留对接平台,以及“一刀切”色彩过重等问题. 相似文献
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Deborah Rivas‐Drake Eleanor K. Seaton Carol Markstrom Stephen Quintana Moin Syed Richard M. Lee Seth J. Schwartz Adriana J. Uma?a‐Taylor Sabine French Tiffany Yip Ethnic Racial Identity in the st Century Study Group 《Child development》2014,85(1):40-57
The construction of an ethnic or racial identity is considered an important developmental milestone for youth of color. This review summarizes research on links between ethnic and racial identity (ERI) with psychosocial, academic, and health risk outcomes among ethnic minority adolescents. With notable exceptions, aspects of ERI are generally associated with adaptive outcomes. ERI are generally beneficial for African American adolescents' adjustment across all three domains, whereas the evidence is somewhat mixed for Latino and American Indian youth. There is a dearth of research for academic and health risk outcomes among Asian American and Pacific Islander adolescents. The review concludes with suggestions for future research on ERI among minority youth. 相似文献
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Deborah Rivas‐Drake Moin Syed Adriana Uma?a‐Taylor Carol Markstrom Sabine French Seth J. Schwartz Richard Lee Ethnic Racial Identity in the st Century Study Group 《Child development》2014,85(1):77-102
One point of intersection in ethnic and racial identity research is the conceptual attention paid to how positively youth feel about their ethnicity or race, or positive ethnic–racial affect. This article reports results of a series of meta‐analyses based on 46 studies of this dimension and psychosocial, academic, and health risk outcomes among ethnic and racial minority youth. The overall pattern of results suggests that positive ethnic–racial affect exhibited small to medium associations (r range = |.11| to |.37|) with depressive symptoms, positive social functioning, self‐esteem, well‐being, internalizing, externalizing, academic achievement, academic attitudes, and health risk outcomes. Implications for theory and research about the role of positive ethnic–racial affect among youth growing up in an increasingly diverse society are discussed. 相似文献
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The purpose of this paper is to report on who creates branding within institutions of higher learning, and what impact branding has on core institutional activities such as student recruitment and fundraising, as well as on socio‐psychological factors such as community respect and national prestige. Eighty‐nine tertiary education experts covering three world regions were surveyed in order to gather information to fulfil the paper’s objectives. The nature and extent of involvement of enrolled students, alumni, higher management, external consultants, civic leaders and the business community were investigated to identify the part each plays, if any, in the development of an institutional brand. Findings indicate that institutions have a tendency to brand from the top down rather than from the bottom up. 相似文献