Quality of higher education: organisational or educational? A content analysis of Chinese university self-evaluation reports

Zou, Yihuan; Du, Xiangyun; Rasmussen, Palle

doi:10.1080/13538322.2012.708247

Cited by 11 publications

(10 citation statements)

References 9 publications

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“…A busca pela excelência e qualidade na educação superior não é preocupação somente do sistema de ensino brasileiro, cujos estudos inclusive despontam do estado do RS (SANTANA et al, 2010), como na presente pesquisa. Recentes manuscritos internacionais reportam a mesma ansiedade a cerca da garantia da qualidade educacional (VARELA-PETITO, 2011;ZOU et al, 2012;LEE et al, 2013;LU;LEMONDE, 2013). Com sistemas de avaliação peculiares, metodologias e prazos distintos, as IES buscam gerenciar a formação do aluno, futuro profissional, com ênfase nos resultados da aprendizagem e na melhoria contínua.…”

Section: Artigounclassified

Diretrizes curriculares da farmácia versus ENADE: a ótica docente

Ott

Boff

Antonello

et al. 2016

Rev. Inter. Educ. Sup.

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O Exame Nacional de Desempenho de Estudantes (ENADE) integra o Sistema Nacional de Avaliação da Educação Superior (SINAES) como um componente curricular obrigatório nos cursos de graduação brasileiros. O objetivo deste trabalho foi analisar a opinião dos professores sobre as questões do ENADE para o curso de Farmácia em 2010, analisando se eram condizentes com as orientações preconizadas pelas Diretrizes Curriculares Nacionais dos cursos de Farmácia (DCNF). Através do Qualtrics Survey Software, foram elaborados quatro questionários, enviados por meio digital a professores alocados a 18 cursos de Farmácia das instituições públicas e privadas do Estado do Rio Grande do Sul (RS). No total, 131 docentes avaliaram a prova do ENADE 2010. Na opinião dos professores a adequação das questões Específicas alcançou grau médio 7,78±2,22, sendo percebido que 63% das questões eram relacionadas à capacidade de exercício em fármacos e medicamentos, 45,5% a habilidade crítico-reflexiva e 45,3% atuação interdisciplinar. Já as questões de Formação Geral alcançaram nota média 5,16±2,87, auxiliando na compreensão da realidade social, cultural e econômica do meio no qual o profissional estivesse inserido 42,8%, com caráter crítico-reflexivo 32,2%, humanista 12,2% e ético 10,6%. Verificou-se que na opinião dos professores a prova de Farmácia do ENADE 2010 contempla os princípios definidos pelas DNCF, entretanto apresenta uma distribuição assimétrica dos aspectos exigidos à formação de um profissional farmacêutico generalista.

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Section: Artigounclassified

Diretrizes curriculares da farmácia versus ENADE: a ótica docente

Ott

Boff

Antonello

et al. 2016

Rev. Inter. Educ. Sup.

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“…A number of researchers indicate that students are the main stakeholders of higher education and their judgements are valuable (Owlia & Aspinwall, 1996;Sarrico et al, 2010;Srikanthan & Dalrymple, 2003;Rehber, 2007;Zou et al, 2012). In a similar vein, according to Bandevica & Ligotne (2014) student evaluation is the most effective way in quality assessment of the implementation of a higher education program.…”

Section: Participants Of the Studymentioning

confidence: 99%

“…Different needs of stakeholders together with the diversity in higher education make the quality content dissimilar, as well (Bandevica & Ligotne, 2014). There seems to be a consensus in the literature on Harvey and Green's (1993) five-dimensional classification with regard to quality in higher education (Bandevica & Ligotne, 2014;Lagrosen et al, 2004;Wittek & Kvernbekk, 2011;Zou et al, 2012). In this classification, quality is defined as exceptional, perfection or consistency, fitness for purpose, value for money and transformation.…”

Section: Introductionmentioning

confidence: 99%

Determination of the Relationship Between Quality of Teaching Processes and Learning Resources With Student Achievement (The Sample of Gaziantep University)

Özdemir¹

2016

Elektronik Sosyal Bilimler Dergisi

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The purpose of present study is to determine the relationship between the quality of teaching processes and learning resources of a higher education institution and academic achievement of B. A. students in Gaziantep University. With this purpose in mind, students' perceptions about the following sub-dimensions are determined: Integration and teaching processes, career guidance services, library facilities and services, communication with the faculty administration and the academics, student affairs, physical learning conditions, campus life, research activities, assessment and evaluation, course contents and classroom conditions. The study is designed with the correlational survey model and the data are obtained by administering a scale to randomly selected 796 students in 2014-2015 educational year. In data analysis, SPSS 20.0 software package is used and Independent Samples T Test and Multiple Linear Regression are applied to the normally distributed data set. According to research results, the participants' views differ significantly in four of the sub-dimensions according to their gender and these sub-dimensions -career guidance services, teaching processes, campus life and assessment and evaluation -are found to predict about 15% of students' academic achievement. It is extrapolated that some variables relevant with teaching processes and learning resources of a higher education institution have substantial impact upon student achievement. The paper concludes by offering some implications.Keywords: Academic Achievement, Higher Education Quality Indicators, Student Evaluation. ÖzBu çalışmanın amacı Gaziantep Üniversitesi'nde lisans eğitimi alan öğrencilerin akademik başarıları ile yükseköğretim kurumlarındaki öğretim süreçleri ve öğrenme kaynaklarının kalitesine ilişkin görüşleri arasındaki ilişkinin belirlenmesidir. Bu genel amaç doğrultusunda katılımcıların bütünleşme, öğretim süreçleri, kariyer yönlendirme hizmetleri, kütüphane hizmetleri, öğretim elemanları ve yönetim kadrosuyla iletişim, öğrenci işleri, fizikî öğrenme koşulları, kampus yaşamı, araştırma faaliyetleri, ölçme ve değerlendirme, ders içerikleri hakkında bilgilendirme ve derslik koşulları alt boyutlarına ilişkin görüşleri tespit edilmiştir. Đlişkisel tarama modeli ile desenlenen araştırmanın verileri 2014-2015 eğitim öğretim yılında evrenden rastgele örneklem yoluyla seçilen 796 öğrenciye ölçek uygulanması yoluyla elde edilmiştir. Verilerin analizinde SPSS 20 paket programı kullanılmış olup, normal dağılım gösterdiği tespit edilen veri setine Bağımsız Örneklem T Testi ve Çoklu Doğrusal Regresyon Analizi uygulanmıştır. Araştırma bulgularına göre; katılımcıların görüşlerinin öğretim süreçleri, kariyer yönlendirme, kampus yaşamı ve sınav beklenti alt boyutlarında cinsiyet değişkenine göre anlamlı derecede farklılaştığı ve bu 4 alt boyutun birlikte öğrencilerin akademik başarılarının yaklaşık %15'ini yordadığı tespit edilmiştir. Bu doğrultuda yükseköğretim kurumunda öğretim süreçleri ve öğrenme kaynaklarına ilişkin ilgili değişkenlerin ö...

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“…Educational quality of higher education institutions focuses on the quality of teaching and learning. In the pursuit of organisational quality, higher education institutions are focused on being socially visible and recognised as 'good' in order to gain the resources and legitimacy needed for their survival and prosperity (Zou et al 2012).…”

Section: Introductionmentioning

confidence: 99%

The perceived impact of external evaluation: the system, organisation and individual levels—Estonian case

et al. 2016

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The purpose of this article is to provide an overview of how the employees of higher education institutions perceive the impact of external evaluations. The study was conducted using the concurrent mixed method and involved 361 employees from Estonian universities and professional higher education institutions. The results indicated that evaluation is mostly deemed necessary at the levels of the organisation and the system; from the personal viewpoint of an employee, positive effects of external evaluations are perceived to a lesser degree. The negative influences mentioned were increased bureaucracy, extra work and stress. Top managers of institutions most often saw the positive influences from external evaluations since they help to implement reorganisations and development activities within an organisation. Managers perceived the positive effects of external evaluations on their everyday work as well, more than other employees did. Researchers felt the positive effects of external evaluations least. Nearly a quarter of all employees of higher education institutions do not perceive the effects of external evaluations on their everyday work at all. Employees of professional higher education institutions perceive the positive effects of external evaluations to a greater extent than employees of universities do, indicating that external evaluation has contributed to the development of their organisations. The differences in opinions of the employees of higher education institutions regarding perceived positive and negative impacts of external evaluations-whether on individual, organisation or system points of view-indicate that employees do not identify closely enough with the organisation and its strategic goals.

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Quality of higher education: organisational or educational? A content analysis of Chinese university self-evaluation reports

Cited by 11 publications

References 9 publications

Diretrizes curriculares da farmácia versus ENADE: a ótica docente

Diretrizes curriculares da farmácia versus ENADE: a ótica docente

Determination of the Relationship Between Quality of Teaching Processes and Learning Resources With Student Achievement (The Sample of Gaziantep University)

The perceived impact of external evaluation: the system, organisation and individual levels—Estonian case

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