A cross-national comparison of degree programme levels became relevant when the borders of European countries opened for students and graduates, and higher education institutions were restructured into bachelor’s and master’s programmes. This new situation foregrounded the questions of what students are learning in the degree programmes of European countries and how to compare their achievements. Therefore, we conceptualised a valid and reliable ‘level’ construct that included a cognitive (‘disciplinary thinking’) and an affective aspect (‘professional attitude’). The main research question for our exploratory study was: ‘What procedure can lead to a valid and reliable cross-national comparison of degree programme levels?’ To achieve this comparison, we designed a Three-Step Procedure, in which level was operationalised (step 1), measured and analysed (step 2), and compared cross-nationally (step 3). The study was conducted in collaboration with four bachelor programmes in Hotel Management from four European countries; a total of 783 participants were involved. Four themes were generated to operationalise the concept of level: professional management, hospitality business research, leading management, and strategic management; their respective learning outcomes were measured with a questionnaire. Principal component analysis identified the conceptualised themes and measured their components with eigenvalues ≥1, which explained 66 % of the variance. The reliability of the components exceeded a Cronbach’s alpha coefficient of 0.70. Analysis of the components and of the single samples showed strong validity and reliability for the learning outcomes. Thus, we believe this study has produced a rigorous means to compare degree programme levels across countries.
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Trudy Rexwinkel Jacques Haenen Albert Pilot 《Assessment & Evaluation in Higher Education》2013,38(7):857-874
The European Quality Assurance system demands that the degree programme level is represented in terms of quantitative outcomes to be valid and reliable. To meet this need the Educational Level Evaluator (ELE) was devised. This conceptually designed procedure with instrumentation aiming to evaluate the level of a degree validly and reliably still needed empirical evidence. In this study the ELE was carried out in collaboration with five professional bachelor nursing degree programmes. The degree programme level was conceptualised into disciplinary thinking and professional attitude. Disciplinary thinking refers to higher order thinking on complex disciplinary problems. Professional attitude refers to processing attitudinal characteristics of the profession that the study addresses. The level was operationalised into themes, resulting in good face validity: nursing science, care plan, diagnosing, and nurse–person relationships, and specified by learning outcomes representing the bachelor level (0.78). The learning outcomes were processed in a questionnaire for recent graduates (N?=?470). Four components ≥ 1 eigenvalue measured the conceptualised themes explaining 72–80% variance and scale reliability from 0.78 in the single samples. With this study the level was evaluated validly and reliably and the conceptual design was demonstrated to be evidence-based. 相似文献
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Rexwinkel Trudy Haenen Jacques Pilot Albert 《European Journal of Psychology of Education - EJPE》2017,32(4):703-723
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