Higher education quality assessment model: towards achieving educational quality standard

Noaman, Amin Y.; Ragab, Abdul Hamid M.; Madbouly, Ayman I.; Khedra, Ahmed M.; Fayoumi, Ayman G.

doi:10.1080/03075079.2015.1034262

Cited by 116 publications

(109 citation statements)

References 18 publications

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“…Így markánsan jelenik meg a szolgáltatásminőség-modellek alkalmazása egyes tantárgyakhoz, kurzusokhoz kapcsolódó hallgatói minőségpercepciók mérési és értékelési igényével is (pl. Noaman et al, 2017;Yousapronpaiboon, 2014;Sadeh & Garkaz, 2015;Kincsesné et al, 2015).…”

Section: Cikkek Tanulmányokunclassified

Szolgáltatásminőség keretrendszer kialakítása és fejlesztése – egy felsőoktatási tantárgy példája

Tóth¹,

Surman²

2020

Veztud

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A felsőoktatás fokozódó társadalmi-gazdasági szerepének és az intenzívebbé váló hazai és nemzetközi versenynek köszönhetően az intézmények menedzsmentje egyre inkább felismeri, hogy ahhoz, hogy az intézményi szolgáltatásokat igénybe vevők elvárásait a lehető legteljesebb mértékben ki tudják elégíteni, különböző menedzsmentmódszerek, köztük minőségmenedzsment-módszerek alkalmazása válik szükségessé. Jelen tanulmány célja a szolgáltatásminőség-mérési és -értékelési törekvések bemutatása olyan projektfeladat-kurzusok esetében, amelyek nem részei a rendszeres, szemeszter végi értékeléseknek -hagyományos kurzusoktól eltérő jellegzetességeiknek köszönhetően. A PDCA-filozófiát követve a szerzők kvantitatív és kvalitatív elemzéseinek célja, hogy a hallgatóktól és a konzulensektől származó visszajelzéseket felhasználva fejlesszék a konzultációs és az azt támogató folyamatokat, továbbá megfelelő inputokat szolgáltassanak az alkalmazott szolgáltatásminőség-mérési és -értékelési módszertan fejlesztéséhez is. Ehhez az elmúlt két év során gyűjtött tapasztalataikat foglalják össze, és vázolják a továbblépés lehetőségeit.Kulcsszavak: felsőoktatás, szolgáltatásminőség, kurzusértékelés, PDCA Due to the increasing social and economic role of higher education and to the intensifying national and international competition in the sector, institutional management boards gradually accept that the application of various management tools and methods including quality management ones is a necessity in order to fulfil the needs and expectations of those who 'consume' the services provided by higher education institutions. The primary aim of this paper is to introduce our service quality measuring and evaluating efforts in case of project work courses which are not part of the regular end-of-semester course evaluation system due to their highly special characteristics. Following the PDCA philosophy, the purpose of the conducted quantitative and qualitative analyses is to continuously improve not only the supervising and related supporting and administrative processes, but also to ensure inputs for the further improvement of the applied framework and methodology. These efforts are supported by the experiences and data gained during the implementation efforts of the last few semesters. Future improvement efforts and further research directions are also outlined.

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Section: Cikkek Tanulmányokunclassified

Szolgáltatásminőség keretrendszer kialakítása és fejlesztése – egy felsőoktatási tantárgy példája

Tóth¹,

Surman²

2020

Veztud

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“…Education can be improved through quality management [10]. Peak maintains that TQM improves educational organizations in many ways, such as improving education process, making the educational environment motivating, improving educational curriculum, boosting the speed of training services and reducing costs [16]. TQM is a way of achieving and maintaining excellence in higher education as realized [32].…”

Section: Tqm In Educationmentioning

confidence: 99%

“…Arcaro opines that quality can create an ambiance where educationalists, parents, government officials, community representatives, and business leaders work jointly to deliver students with the resources they need to meet current and future academic, business, and societal needs [10]. A number of TQM elements have a critical role in process improvement including, "leadership", "vision", "measurement and evaluation", "process control and improvement", "program design", "quality system improvement", "employee involvement", "recognition and reward", "evaluation and training", "student focus", and "other stakeholder focus" in higher education [16]. A good number of scholars find that some TQM tools and techniques are convincingly suitable in education.…”

Section: Tqm In Educationmentioning

confidence: 99%

“…); resistance from the faculty members as it (TQM) impedes their authority and freedom, violate the confidentiality related to assessment, promotion, salary and so forth and practice of teamwork in education process as these are not consistent with the traditional teaching process; and defining customers and measuring outcomes are two major difficulties in implementing TQM in education since a wide range of customers (like students, parents, researchers, alumni, business firms and so on) are involved in higher education so it very difficult who are the real customers in education, it is equally difficult to measure the outcomes of quality initiatives [28]. A number of barriers in implementing TQM in education: the absence of effective communication channels; the problem in measuring higher education institutions results; the co-existence of multiple purposes and objectives for higher education institutions; the emphases in the individualism and significant degree of internal competition; the bureaucratic decision-making process; and the lack of a strong leadership, highly committed to the ideas and principles it wants to apply and capable of involving all the institution's members [16].…”

Section: Barriers Of Tqm Implementation In Education Systemmentioning

confidence: 99%

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Total quality management implementation, and its barriers in Education system

Mehta¹,

Degi²

2019

Preprint

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The main purpose of this paper is to specify the thoughts of the modern era paradigm on Total quality management "TQM" and its application in the field of education. This research starts with the background theory/ literature review and then outline the result of the study, conducted by the students to obtain the different perspective on Total quality management in education. This sector needs improvement. It means that adoption of TQM in education gives you an excellent result in the overall system. As we can say that adoption of total quality management in education can ascertain more effective institutional change with success. As a result, this research proposed a theory which is obtained from TQM like institutional change environment, sustainable success, and innovation which express the relationship between the educational institutions and the role of total quality management.

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“…Moreover, students studying in the university type institutions perceived better teaching effectiveness (x ̅ = 114.93) as compared to the students in the non university type institutions (x ̅ = 112.04). It clearly reflects that teachers in the university type of private higher institutions are of higher quality than the teachers in the non university type of institutions.This difference can be attributed by several factors including the use of technology for teaching and learning (Price & Kirkwood, 2014;Englund, et al, 2017); the availability of physical resources such as a library and laboratory (Gibbs & Jenkins, 2014, teaching large classes (Gibbs & Jenkins, 2014, Maring & Sing, 2014, poor student engagement (Shernoff, et al, 2014), academic advising, communication skills and qualifications of academic staff (Noaman, et al, 2017). Further , Richardson, (2005) revealed the relationships between teachers' approaches to teaching; their conceptions of teaching, and their perceptions of the teaching environment vary among the academic staff in different institutions and, influences their teaching.…”

Section: Nationality Difference In Teaching Effectiveness As Perceivementioning

confidence: 99%

Teaching Effectiveness in Private Higher Education Institutions in Botswana: Analysis of Students’ Perceptions

Baliyan¹,

Moorad²

2018

IJHE

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This quantitative study analyzed the perceptions of students on teaching effectiveness in private higher education institutions in Botswana. An exploratory and descriptive survey research design was adopted in this study. A valid and reliable questionnaire was used to collect data through a survey of 560 stratified randomly sampled students in private higher education institutions in Botswana. A One sample t-test and an Independent t-test were used for data analysis. A significant high level of teaching effectiveness was determined. Several items measuring teaching effectiveness contributed significantly negative to teaching effectiveness and therefore, it was recommended that lecturers should use strategies to improve on those areas of teaching to enhance their teaching. No difference in teaching effectiveness was determined with respect to age, gender and nationality of the students. However, there was a significant difference in the students’ perceptions on teaching effectiveness between the university and the non- university institutions and, lecturers were found to be more effective in their teaching at the universities as compared to the lecturers in the non -university institutions. Therefore, a further study exploring the factors contributing to such differences is recommended to improve the quality of teaching in the non- university type of private higher education institutions in Botswana.

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Higher education quality assessment model: towards achieving educational quality standard

Cited by 116 publications

References 18 publications

Szolgáltatásminőség keretrendszer kialakítása és fejlesztése – egy felsőoktatási tantárgy példája

Szolgáltatásminőség keretrendszer kialakítása és fejlesztése – egy felsőoktatási tantárgy példája

Total quality management implementation, and its barriers in Education system

Teaching Effectiveness in Private Higher Education Institutions in Botswana: Analysis of Students’ Perceptions

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