Critical Analysis of Economics of Education Theories with Regard to the Quality of Education

Aksoy, Hasan Hüseyin; Karakul, Aygülen Karahan; Aras, Hatice O.; Çankaya, Dilek

doi:10.1007/978-94-6209-365-2_5

Cited by 3 publications

(2 citation statements)

References 30 publications

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“…This entails the use of egadgets in attending lectures online through the use of internet. Quality of education has been defined as adherence to the set standards that are shown by the various indicators of quality assurance (Aksoy et al, 2013). This is in agreement with the definition of quality of education in higher education as a teaching-learning process that makes the students achieve their goals, satisfy their needs in life therefore leading to national development through increased GDP and economic development at large (Mishra, 2007).…”

Section: Introductionmentioning

confidence: 68%

Technical Efficiency of Blended Learning Infrastructure in Influencing Quality of Education in Kenya’s Public Universities

2023

JEP

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Globally, developed countries have made huge investments in their education sectors especially in adoption of technology on how education is delivered. In the digital 21 st century era and emergence of Covid-19, these investments are on digitizing education content to match the adoption of self-guided learning and student centered pedagogies. Graduates from such education systems increases that country's Gross Domestic Product (GDP). In Kenya, universities have adopted blended learning (the fusion of technology in the traditional lecture) as a new pedagogy as envisioned in the Kenya's development blueprint, Kenya Vision 2030. This has been accelerated by the emergence of Covid 19 in the year 2020 where all education institutions were closed and learning was to be done online. To check on the technical efficiency of blended learning infrastructure, the study sought to look at the devices used in online classes and how they are acquired by both the students and lecturers, the internet spread, provision and availability of diesel generators. The study adopted a descriptive crosssectional survey research design and was built on Human Capital Theory. The target population was university students, lecturers and directors of Open Distance and e-Learning (ODeL) centers. The study used Cluster sampling and stratified sampling to get respondents from students and lecturers while purposive sampling was used for directors of ODeLs. The study used questionnaires and an interview schedule as research instruments. Data analysis from SPSS version 25 was presented in frequency tables, percentages and pie charts. The study collected data from 29 out of the 31 public universities in Kenya where 384 students, 354 lecturers and 29 directors of digital schools or their representatives responded. The study found that students used smart phones to access online classes and laptops for lecturers that were acquired on Bring Your Own Device (BYOD) policy. All the public universities had backup generators although a number of them were not working and the students indicated that they were not used at all. Internet accessibility was available in both Wi-Fi in various hotspots and by Local Area Network (LAN) cables for those using laptops and desktops. The study recommended more budgetary allocations to improve on ICT infrastructure, improvement on the bandwidth of the internet accessibility and new partnerships to ensure students and lecturers get more high end devices to access their classes.

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Section: Introductionmentioning

confidence: 68%

Technical Efficiency of Blended Learning Infrastructure in Influencing Quality of Education in Kenya’s Public Universities

2023

JEP

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“…When revisiting the relativity of the quality concept, a subjectivity appears both in its ideological interpretation and the definition of educational components. Indicators defining educational quality vary across societies and ideologies, leading to differing interpretations (Aksoy, Kayahan Karakul, Aras, & Çankaya, 2011).…”

Section: Quality In Educationmentioning

confidence: 99%

Higher Education Quality Indicators: A Scale Development Study

BAHAT,

KARAKÜTÜK

2023

Journal of Teacher Education and Lifelong Learning

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The purpose of this research is to develop a Likert-type scale aimed at determining how quality indicators in higher education are perceived by faculty members. A pilot study of the research was conducted with the participation of 390 faculty members. As a result of the factor analysis applied to test the construct validity of the 67-item draft scale, a measurement tool consisting of 9 dimensions and 49 items was developed. The first dimension is named Education and Instruction, the second is Structure of the University, the third is Socio-Cultural Opportunities, the fourth is Internationalization, the fifth is Economic Opportunities, the sixth is Student Requirements, the seventh is Accreditation, the eighth is Preferability, and the ninth is Technological Competence. The overall Cronbach's Alpha reliability coefficient of the scale has been calculated as 0.96. Additionally, as a result of the independent groups t-test for the reliability of the scale, it has been determined that items and factors are distinctive between the lower and upper 27% groups; the item-total and item-remainder correlation values are significant. Correlation coefficients between factors and the test-retest correlation coefficient for the entire scale have been found significant. Based on the conducted analyses, the validity and reliability of the scale have been established. The scale has been named the Higher Education Quality Indicators: Faculty Member Scale (HEQIFMS).

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Higher Education Expansion and Credit Risk: Evidence from China Universities Panel Data

Chen

Hsiao

2020

International Journal of Public Administration

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Critical Analysis of Economics of Education Theories with Regard to the Quality of Education

Cited by 3 publications

References 30 publications

Technical Efficiency of Blended Learning Infrastructure in Influencing Quality of Education in Kenya’s Public Universities

Technical Efficiency of Blended Learning Infrastructure in Influencing Quality of Education in Kenya’s Public Universities

Higher Education Quality Indicators: A Scale Development Study

Higher Education Expansion and Credit Risk: Evidence from China Universities Panel Data

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