Evaluating quality learning in higher education: re-examining the evidence

Lodge, Jason M.; Bonsanquet, Agnes

doi:10.1080/13538322.2013.849787

Cited by 32 publications

(13 citation statements)

References 74 publications

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“…In this development should be included also a better practical impact and a better tutoring inside the http: //dx.doi.org/10.15405/epsbs.2017.05.02.53 Corresponding Author: Simona Sava Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: "home university" and abroad. Such results are reported in most of the studies analyzing the running of the international study programs (Hoare, 2013, Lodge, Bonsanquet, 2014, Sursock, 2014, Soria, Troisi, 2014, as the complementarity and the balance between international/ national/ local contexts, and culturally specific contexts are very difficult to ensure.…”

Section: Discussionmentioning

confidence: 95%

International Studies: Added Value For Professionalization?

Nuissl¹,

Sava²,

Maliţa³

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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In this paper we answer the question: How do MA-Students and Postgraduates in the field of Adult Education consider the added value of internationality for their professionalization? More and more the pedagogical qualification needs to incorporate a wider, international dimension, in the interconnected world. A lot of effort is done by the European Union and the member states, to reach a European dimension in the academic qualification of their professionals. The opinion of the students qualifying as professionals in adult education helps to identify the effects of such effort. Studying with an international dimension, partly in a foreign language, to gain international competences needs a lot of motivation. In our exploration we find some plausible explanations -related to the labor market, to the personal development, the interest in intercultural communication, the widening of the horizon and the building up of international networks. We summarize with recommendations on how these views of the students can be used for a further development of international aspects in the study programs

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Section: Discussionmentioning

confidence: 95%

International Studies: Added Value For Professionalization?

Nuissl¹,

Sava²,

Maliţa³

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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“…Efficiency typically implies a short-term response to accountability, while effectiveness specifies a long-term reaction. It is easier to rate how well a thing is done rather than measuring whether what is being done is right or not (Lodge, 2014).…”

Section: Accountabilitymentioning

confidence: 99%

Building Capacity for Quality Assurance in Global Higher Education

Waller¹,

Lemoine²,

Mense³

et al. 2020

JED

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As a result of changing missions, quality assurance in global higher education has ascended to the top of the higher education policy agenda in many nations. In order to hold universities accountable despite limited governmental support, many nations have adopted performance-based university funding strategies. Increasingly citizens and bureaucrats in many countries are asking more frequently what tangible benefits the society is receiving for the revenues being spent on higher education. The marketing, selling and financing of higher education has had both positive and negative effects on the future of global higher education because stakeholders are increasingly asking whether students are learning and whether institutions are providing a quality of service that justifies their cost. How do global higher education institutions develop and initiate techniques and programs to promote quality assurance for teaching and learning? Globalization and accountability create an atmosphere in higher education where knowledge and information are more vastly prized and more highly globalized than are localized economic concerns. Can quality assurance provide the framework for the implementation and development quality higher education in a climate of change and ambiguity?

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“…Twenty-four/seven access to digital technologies can facilitate new media for professional learning through interactive technology (Flavin, 2016;Lemoine, Hackett, & Richardson, 2016). The use of social media as educational tools presents professors with the possibilities of using technology with students to facilitate access to information for research, creativity and collaboration (Gonzalez, Gasco, & Llopis, 2016;Kivunia, 2015;Lodge & Bonsanquet, 2014). However, adding social media tools to instruction requires professors to restructure 20 th century pedagogies to leverage 21 st century opportunities for learning especially in the global context (Lubua, Semlambo, & Pretorius, 2017).…”

Section: Instruction Using Social Mediamentioning

confidence: 99%

Instruction Using Social Media in Global Higher Education

Waller¹,

Lemoine²,

Richardson³

2019

JED

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The technological revolution of the past two decades has changed communication, higher education, and the global society. As a result, there exists a wide gulf between the unlimited use of technology and higher education, particularly with respect to digital communications between professors and students. Web 2.0 digital technologies convey information in a different manner than before and allow for interaction with distance participants. Personal use of digital technologies for social media communication is one thing; social media use by professors for communication with students is another. Both aspects should be examined in detail to determine the future directions for global learning.

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Evaluating quality learning in higher education: re-examining the evidence

Cited by 32 publications

References 74 publications

International Studies: Added Value For Professionalization?

International Studies: Added Value For Professionalization?

Building Capacity for Quality Assurance in Global Higher Education

Instruction Using Social Media in Global Higher Education

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