Mapping the quality assurance of teaching and learning in higher education: the emergence of a specialty?

Steinhardt, Isabel; Schneijderberg, Christian; Götze, Nicolai; Baumann, Janosch; Krücken, Georg

doi:10.1007/s10734-016-0045-5

Cited by 62 publications

(37 citation statements)

References 58 publications

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“…Apesar das diversas dificuldades e barreiras apontadas, a avaliação da qualidade das instituições de ensino superior tem se tornado um tema de pesquisa recorrente em todo o mundo (STEINHARDT et al, 2016).…”

Section: Avaliação Institucional Em Instituições De Ensino Superiorunclassified

Histórico das avaliações institucionais e sua mudança na percepção de valor

Heiderscheidt

Forcellini

2021

Avaliação (Campinas)

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A avaliação, sobretudo da qualidade da educação, é essencial para que a sociedade saiba o que está sendo produzido nas universidades. Portanto, a busca pela qualidade na educação tem sido objeto de estudo de diversas áreas de conhecimento, e, pode-se dizer que a área de avaliação institucional tem ganhado força nos últimos tempos, tendo em vista os desafios impostos que envolvem, acima de tudo, o diagnóstico de quão bem estão as instituições de ensino. Por meio da avaliação institucional é mapeada a realidade da instituição, que é o alicerce para proposições de ações de melhoria. Assim, esse artigo tem como objetivo identificar o que as instituições de ensino superior consideram valor no processo de avaliação. Essa pesquisa exploratória analisa o valor nos estudos sobre avaliação institucional e aponta a inovação como caminho determinante. A inovação nesse processo se torna crucial e a gestão da transição é uma lente que auxilia na identificação dos atores envolvidos, bem como na concretização da implementação dessa transição sociotécnica, com foco na mudança social e cultural.

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Section: Avaliação Institucional Em Instituições De Ensino Superiorunclassified

Histórico das avaliações institucionais e sua mudança na percepção de valor

Heiderscheidt

Forcellini

2021

Avaliação (Campinas)

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“…Among identified 10 internal quality aspects, quality assurance frameworks are primarily focused on assuring quality of teaching and learning process [40,51,52]. Curriculum, its reviews and improvements, evaluation of teaching and learning by peers and students, formative feedback by student, staff developments, standardise the assessments are key quality assurance measures of the teaching and learning process [53][54][55]. Together with quality assurance framework, institution or programme specific approaches have been adopted to enhance the quality of teaching and learning process by higher education institutes, i.e., innovative teaching and learning activities, technology-enabled teaching and learning.…”

Section: Business Process Analysismentioning

confidence: 99%

Business Architecture Development of Quality Assurance in Higher Education Institutes using TOGAF

Pushpakumara

Jayaweera

Wanniarachchige

2020

IJMTS

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Recently, quality assurance has attracted widespread attention in higher education institutes in developing countries. Such initiatives mainly focus on standardising higher education while improving the relevance of degree programs. Nevertheless, current quality assurance mechanisms, particularly in developing countries, heavily rely on a document based manual review process. Given the drawbacks associated with such processes, the necessity of technology-based solutions is being recognised. Even though information system applications are widely used nowadays by the universities to increase the efficiency, quality improvement aspects have not been given due focus. TOGAF is a widely accepted cyclic approach for developing enterprise architecture. This study demonstrates how a TOGAF based business architecture can be used to analyse and improve the existing teaching-learning process in higher education as an integral part of quality assurance.

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“…First, the erosion of trust in doctors and the medical profession 11 -much of it associated with the rise of bureaucratic medicine 12 -has heightened public demands for transparency and accountability. Universities, challenged to defend the cost and value of a college education, have felt similar pressure to demonstrate a commitment to quality 13,14 and dispel consumerist connotations. 6,15 Many medical schools, following public demands on health care providers to share clinical outcomes, 16 now provide data which, despite limitations, 17, 18 remain a widely-referenced source of educational quality.…”

Section: Rationalizationmentioning

confidence: 99%

Legitimizing Continuous Quality Improvement (CQI): Navigating Rationality in Undergraduate Medical Education

Stratton

2019

J GEN INTERN MED

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In July of 2015, the Liaison Committee on Medical Education (LCME)-the primary accrediting body for North American allopathic medical schools-formally advanced a model of Bformative accreditation^by requiring that medical schools engage in Bongoing planning and continuous quality improvement processes that establish short and long-term programmatic goals, result in the achievement of measurable outcomes that are used to improve programmatic quality, and ensure effective monitoring of the medical education program's compliance with accreditation standards.Â s these and parallel forces redefine undergraduate medical education (UME) in increasingly rationalistic (i.e., operational, measureable, controllable) terms, efforts to implement meaningful continuous quality improvement (CQI) processes may be challenged to overcome perceptions of questionable purpose, worth, and impact often associated with administration mandates. This commentary discusses potential factors underlying the growing rationalism in UME and offers practical strategies to shield CQI from being passively dismissed, excessively routinized, or redirected toward other institutional ends-remaining, instead, purposefully focused on the task at hand: Enhancing teaching and learning in undergraduate medical curricula.KEY WORDS: continuous quality improvement; quality assurance; organizational behavior; stakeholder engagement; undergraduate medical education.

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Mapping the quality assurance of teaching and learning in higher education: the emergence of a specialty?

Cited by 62 publications

References 58 publications

Histórico das avaliações institucionais e sua mudança na percepção de valor

Histórico das avaliações institucionais e sua mudança na percepção de valor

Business Architecture Development of Quality Assurance in Higher Education Institutes using TOGAF

Legitimizing Continuous Quality Improvement (CQI): Navigating Rationality in Undergraduate Medical Education

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