Search

Assessment of higher education is a multifaceted and multidimensional concept. Therefore this paper focuses on assessment of preferences by business university students. The aim of this paper is to identify preferable course of study and benefits of business higher education in case private business university. The paper shows how students perceive and evaluate study support by modern information and communication technologies and identifies most important areas of their preferences during studies. The results are based on a quantitative survey by questionnaire data collection from all students of surveyed Business University. Descriptive statistics, correlation analyisis, analysis of differences and factor analysis was conducted to find responses from students regarding their perception of the educational process. The analysis found groups of variables with significant appearance of students’ main preferences. The results show orientation of students on benefits of university education mostly in career development (p = 0.000). Prefered curiculum of graduates most importantly contains independent work, significant position at job market and self management. In the area of study support students mostly prefer flexibility and availability of study texts and materials online using mobile applications (Cramer’s V = 0.314, p = 0.013). Other significant group of students focus on expert teachers and knowledge and online / mobile consultaions. The results may help to set up students’ support in order to address current students’ needs and expectations. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to propose a framework that serves as a guide to develop a curriculum and instructional strategy that is systems oriented and student-centric. Design/methodology/approach -- The framework is based on the theories in the field of education by prominent researchers. The framework is divided into four sub-systems, input, process, output, and feedback. While the input, process, and output sections discuss basic elements critical in students' learning, the feedback section suggests how the learning environment can be controlled and corrected based on student learning outcomes. Findings -- The paper presents a framework for the student to graduate transformation process in institutions of higher education based on fundamental premise that this process is an ecosystem consisting of several interlinked and interacting sub-systems. A key driver of the transformation process should be a feasible set of expected competencies that the global market place for talent expects of college graduates. These market-valued competencies can be used to define the success of the curriculum, course design, and instructional techniques and determine the sufficiency of the resource allocation by the institution of higher education to specific academic and supporting programs. Originality/value -- The framework that is based on integration of well-grounded theories in the field of education. Thus it adds value to the development of curriculum that is needed by the education institutions to excel and compete in the global and dynamic academic environment. [ABSTRACT FROM AUTHOR]

This paper discusses how assessment practices in higher education can improve or hinder learning. An example is given to illustrate some common educational practices that may be contributing to underpreparation and underperformance of students. Elements of effective learning environments that may better address underlying metacognitive issues are discussed. The principles of the Berkeley Evaluation & Assessment Research Assessment (BEAR) System are introduced, and their use to improve learning is described in the context of the UC Berkeley ChemQuery project. [ABSTRACT FROM AUTHOR]