Too little and too much trust: performance measurement in Australian higher education

Woelert, Peter; Yates, Lyn

doi:10.1080/17508487.2014.943776

Cited by 46 publications

(27 citation statements)

References 25 publications

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“…These studies tend to take a critical look at standardised test‐based performance measures, and contend that these are neither proven to contribute towards improving educational performance (Sahlberg, 2010), nor to enhancing the trust between particular stakeholder groups (Vidovich & Currie, 2011). Instead, authors recommend placing more trust in the professional judgment of teachers and promote alternative approaches, including dialogic governance or ‘teacher research’ to develop ‘intelligent modes of accountability’ (Sahlberg, 2010; Beckett, 2012; O’Neill, 2013; Zalec, 2013; Woelert & Yates, 2014).…”

Section: Resultsmentioning

confidence: 99%

A comprehensive view of trust in education: Conclusions from a systematic literature review

Niedlich

Kallfaß

Pohle

et al. 2020

Review of Education

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Trust is considered to be a crucial element of social cohesion. At the same time, as research has shown, education can be understood as an important precondition of trust. Furthermore, contextual conditions are important for the development of trust. In spite of this, the role of trust in the multi‐level education system has been scarcely investigated. This paper introduces a comprehensive model of trust in the education system, based on a systematic literature review of 183 recent peer‐reviewed articles following a thematic and interpretive review approach. The suggested model consists of four interconnected elements (generalised trust, educational governance, educational settings, educational attainment). By introducing a comprehensive model of trust in multi‐level education systems the paper aims at opening up perspectives for future theoretically driven, interdisciplinary comparative research that may shed further light on the role of trust in education systems. The paper proceeds as follows. First, trust is discussed as a complex subject in research, policy and practice in multi‐level education systems, and key research questions are derived from this. Second, the methodology of the systematic literature review is explained. Third, results from the literature review are presented, focusing on three domains of trust and their interrelations. Fourth, the comprehensive model of trust in multi‐level education systems is introduced. The fifth section discusses the findings and explores how future research could advance a comprehensive understanding of trust in education.

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Section: Resultsmentioning

confidence: 99%

A comprehensive view of trust in education: Conclusions from a systematic literature review

Niedlich

Kallfaß

Pohle

et al. 2020

Review of Education

View full text Add to dashboard Cite

show abstract

“…Such views are important for a range of reasons. First, historically higher education has enjoyed a high level of trust in amongst publics internationally and between students, institutions, and teachers and has only recently seen this confidence challenged (Baert & Shipman, 2005; Enders 2013; Woelert & Yates, 2015). If data usage, linkage, and analytics occur without permission and usage results in harm, there is potential for loss of trust in tertiary institutions.…”

mentioning

confidence: 99%

Student and Staff Perspectives on the Use of Big Data in the Tertiary Education Sector: A Scoping Review and Reflection on the Ethical Issues

Braunack-Mayer¹,

Street

Tooher³

et al. 2020

Review of Educational Research

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While universities routinely use student data to monitor and predict student performance, there has been limited engagement with student and staff views, social and ethical issues, policy development, and ethical guidance. We reviewed peer-reviewed and grey-literature articles of 2007 to 2018 describing the perspectives of staff and students in tertiary education on the use of student-generated data in data analytics, including learning analytics. We used an ethics framework to categorize the findings. There was considerable variation but generally low awareness and understanding amongst students and staff about the nature and extent of data collection, data analytics, and use of predictive analytics. Staff and students identified potential benefits but also expressed concerns about misinterpretation of data, constant surveillance, poor transparency, inadequate support, and potential to impede active learning. This review supports the contention that consideration of ethical issues has failed to keep pace with the development of predictive analytics in the tertiary sector.

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“… Ability to hypothetically and methodologically, basically fathom their own understanding of inventive, look into the movement of cutting edge academic experience (Woelert, P. et al, 2015).…”

Section: Findings and Discussionmentioning

confidence: 99%

The Features of Pedagogical and Psychological Characteristics of Career Growth Among Educators of Vocational Educational Institutions

Selvaraj¹,

Shalini²,

Kotteswaran³

et al. 2019

HSSR

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Purpose of the study: This examination endeavors to inspect the mental and instructive qualities of profession development among instructors of professional instructive establishments. It additionally endeavors to break down the lexical and semantic substance of the related ideas of "proficient vocation", "proficient advancement", "proficient development" and "expert development". Methodology: This examination utilized coherent investigation of logical works, speculation of viewpoint and translation alternatives for understanding the substance of expert profession, proficient improvement, and vocation development so as to distinguish the mental and educational highlights of profession advancement of educators of professional schools. It likewise utilized hypothetical investigation, examination, and speculation of applied perspectives on the issue under examination so as to decide the issue topical parts of taking care of the logical issue; strategy for explanation is to discover the idea of the creator's translations, including the professional success of professional instructive educators and to detail the finishes of the investigation. Main Findings: Four fundamental highlights of the mental part of the instructor's vocation development have been distinguished, to be specific: inspiration, innovativeness, self-awareness, and expert development. The outer variables that impact the course of instructors' vocation development are likewise featured. Applications of this study: This work is appropriate in numerous parts of the instructive segment. Hence its importance leaves no inquiries as the work will be valuable for instructors as well as for further improvement in approach course for training in the future. Novelty/Originality of this study: For the first run-through, interior and outside parts of educators' profession development were breaking down and the essential mental perspectives were featured.

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Too little and too much trust: performance measurement in Australian higher education

Cited by 46 publications

References 25 publications

A comprehensive view of trust in education: Conclusions from a systematic literature review

A comprehensive view of trust in education: Conclusions from a systematic literature review

Student and Staff Perspectives on the Use of Big Data in the Tertiary Education Sector: A Scoping Review and Reflection on the Ethical Issues

The Features of Pedagogical and Psychological Characteristics of Career Growth Among Educators of Vocational Educational Institutions

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