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2. Challenges and Enablers in Designing Transnational Joint Education Provision: Thematic Peer Group Report. Learning & Teaching Paper #22
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European University Association (EUA) (Belgium)
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Transnational joint education provision -- education jointly developed and delivered by two or more institutions in different countries -- has emerged as a desired experience for many students, a key priority of several institutions, and a site of innovation. The strategic importance of this topic on a European level is one of the reasons it was selected for the 2023 EUA Learning & Teaching Thematic Peer Group entitled "Challenges and enablers in designing transnational joint education provision". The group's findings are compiled in this report, which outlines the group's conceptual understanding of the term, benefits and challenges of engaging in transnational joint education provision, and recommendations geared towards higher education leadership, staff members, as well as national and regional-level governments.
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- 2024
3. How Are OECD Governments Navigating the Digital Higher Education Landscape? Evidence from a Comparative Policy Survey. OECD Education Working Papers. No. 303
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Nikolaj Broberg, and Gillian Golden
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Module A of the OECD Higher Education Policy Survey (HEPS) 2022 elicited information on policies to promote digitalisation of higher education in OECD member and accession countries. In total, 30 jurisdictions responded, providing comparative information on various areas of digitalisation policy, from regulation and governance to financial and human resources. The survey results provide insight into the role of public authorities in guiding, coordinating and resourcing the digital transformation of higher education institutions. The analysis and comparative tables in this working paper provide insights that can support the development of strategic digitalisation policies.
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- 2023
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4. Skills Development for Renewable Energy and Energy Efficient Jobs: Discussion Paper on Solar Energy Demands
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UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
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This paper discusses the developments in the renewable energy sector and their impact on jobs and training. It compiles and makes an analysis of how the available technologies in the market will further develop corresponding with global trends in the energy efficiency and renewable energy sectors, and the corresponding capacities that are needed to make the transition from fossil fuel-based consumption into another supported by renewable energy. The role of Technical and vocational education and training (TVET) in developing skills and qualified professionals for jobs in the renewable energy sector is a key vector of analysis. [ADENE - Agência para a Energia, Renewables Academy AG (RENAC), and Copenhagen Centre on Energy Efficiency (C2E2) were contributors to this report.]
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- 2020
5. Learning Renewed: A Safe Way to Reopen Schools in the Global South. Paper 1 of the Learning Renewed Series
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Education Development Trust (United Kingdom) and McAleavy, Tony
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As education systems around the world begin to emerge from COVID-19-related lockdown, governments are facing the difficult decision of when and how to reopen schools, balancing the risks of widespread learning loss -- and the impact this will have on a generation of learners -- with the risks of virus transmission, which are more significant in low-income settings. Throughout the COVID-19 pandemic, Education Development Trust has sought to be highly responsive to the changing needs of educators, system leaders and partners around the world. In doing so, Education Development Trust has developed an evidence base from which new thinking has been developed, called 'Learning Renewed', which reimagines what more effective, equitable and resilient education systems might look like, and how they might better withstand future shocks. This programme of work will be continuing in the coming months, but this report is the first major think piece in this series. In it, a vision for 'flexible reopening' of schools is outlined, supplemented by community-based learning. A 'middle way' is proposed between full closure and full reopening, featuring smaller, tutorial-style classes attending school on a part-time basis, supplemented by community-based learning. The flexible opening model is not without challenges, but it offers the real potential to ensure higher quality education provision for some of the world's most vulnerable children. [For "Maintaining Learning Continuity during School Closure: Community Health Volunteer Support for Marginalised Girls in Kenya. Paper 2 of the Learning Renewed Series," see ED614319.]
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- 2020
6. Digital Higher Education: Emerging Quality Standards, Practices and Supports. OECD Education Working Papers. No. 281
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Organisation for Economic Cooperation and Development (OECD) (France), Staring, François, Brown, Mark, Bacsich, Paul, and Ifenthaler, Dirk
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Fully online and hybrid study programmes have emerged at a rapid rate across higher education. However, the negative experience of some students, instructors and institutions with emergency remote instruction during the COVID-19 pandemic has led to public concerns over the quality of digital study programmes. As a result, public authorities across the OECD have started to reflect on how to embed the quality assurance (QA) of digital education into their existing QA frameworks for higher education. This Working Paper aims to assist policy makers as they seek to adapt their higher education QA systems to digital education by: reviewing the advice and guidance provided by international and regional quality assurance organisations; analysing the standards and indicators for digital higher education developed by QA agencies; identifying trends and best practice from higher education institutions for the quality management of digital study programmes; and discussing how public authorities can support institutions to enhance their internal quality management policies and processes for digital teaching and learning.
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- 2022
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7. The Uses of Process Data in Large-Scale Educational Assessments. OECD Education Working Papers. No. 286
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills and Maddox, Bryan
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The digital transition in educational testing has introduced many new opportunities for technology to enhance large-scale assessments. These include the potential to collect and use log data on test-taker response processes routinely, and on a large scale. Process data has long been recognised as a valuable source of validation evidence in assessments. However, it is now being used for multiple purposes across the assessment cycle. Process data is being deliberately captured and used in large-scale, standardized assessments -- moving from viewing it as a "by-product" of digital assessment, to its use "by design" to extend understanding of test-taker performance and engagement. While these techniques offer significant benefits, they also require appropriate validation practices to ensure that their use supports reliable inferences and do not introduce unintended negative consequences.
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- 2023
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8. Strengthening Early Childhood Care and Education. A Knowledge and Innovation Exchange (KIX) Discussion Paper
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Global Partnership for Education (GPE), Aboud, Frances, and Proulx, Kerrie
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The purpose of this paper is to describe the current landscape in early childhood care and education and spark discussion and debate around potential areas for KIX investment. The paper is part of a series of discussion papers, drafted to support the engagement and consultation of developing country partners and technical experts in the initial design of the GPE Knowledge and Innovation Exchange. The ideas presented in the initial version of the paper served as a starting point for discussion and were modified significantly based on the consultation process, resulting in this updated version.
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- 2019
9. Community Colleges and the New Era of Work and Learning. Working Paper 66
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Mathematica Policy Research, Inc., Gallagher, Sean, and Maxwell, Nan L.
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Changes in the credentialing market have produced a complex, multilayered ecosystem with a demand for shorter credentials that are focused around job market competencies. Community colleges are well positioned to lead this emerging market for three reasons. (1) Their dual mission to offer both traditional degrees and workforce development programs provides a competitive advantage in piloting and implementing many of the new types of credentials, especially those that can be embedded into traditional degree programs. (2) They have a long history in awarding certificates, one type of shorter work-aligned credential that is experiencing a new emphasis in today's market. (3) They have an established infrastructure, content knowledge experts, and employer relationships that can support a broad array of shorter credentials with a solid level of quality assurance. To play a central, even leading role, in the new credentialing market, community colleges must build credentials that respond to four growing trends and imperatives: building competency and market-oriented programs, structuring credentials to facilitate lifelong learning, unbundling learning in traditional degrees, and recognizing the need for quality assurance.
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- 2019
10. Assessment and Accreditation: An Imperiled Symbiosis. Occasional Paper #33
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National Institute for Learning Outcomes Assessment and Gaston, Paul L.
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This report reviews the accomplishments of higher education accreditation relative to its symbiotic relationship with assessment, acknowledges serious criticisms and proposed reforms, and indicates how accreditation might reform itself so as to disarm calls for radical change, improve its performance, strengthen the institutions and programs it serves, and enhance public understanding of and appreciation for higher education.
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- 2018
11. Analysis and Overview of NQF Level Descriptors in European Countries. Cedefop Research Paper. No 66
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI), Grm, Slava Pevec, Bjørnåvold, Jens, and Rusu, Andreea
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During the past decade, national qualifications frameworks (NQFs) have been developed and implemented across Europe. Triggered by the adoption of the European qualifications framework (EQF) in 2008, these frameworks draw attention to the outcomes of education and training, focusing on what learners are expected to know, understand and are able to do. Learning outcomes-based level descriptors are essential to these frameworks. While technical in their character, these descriptors not only help to define and map the (vertical) level of complexity of a particular qualification, they also help to clarify its (horizontal) orientation, be this on theoretical knowledge, practical skills and/or transversal competences. Level descriptors are thus important reference points, aiming to reinforce the learning outcomes orientation of education, training and qualification systems. This publication provides an updated overview of NQF level descriptors of 39 countries participating in EQF implementation. It celebrates the 10th anniversary of the EQF process in 2018 and its contribution to transparency and comparability of European qualifications. It shows the progress made in this area and challenges ahead.
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- 2018
12. Are We All Speaking the Same Language? Understanding 'Quality' in the VET Sector. Occasional Paper
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National Centre for Vocational Education Research (NCVER) (Australia) and Griffin, Tabatha
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Quality in vocational education and training (VET) is a perennial topic of interest, attracting much attention from participants, providers, funders, regulators and public commentators. Quality is as much subjectively in the "eye of the beholder" as it is objectively assessed through hard data, measures and surveys. This paper summarises the quality of the VET system in Australia from the lens point of the eye of the beholder. It considers the perspectives of five key stakeholder groups: learners, employers/industry, providers, government and regulators. The paper explores, from the perspective of each of these groups, what is important in regards to the VET system, what constitutes and promotes a good-quality VET system, and what are the enablers and barriers to having a system that meets their expectations. The paper then examines the usefulness of the measures of quality currently available, as well as approaches that might be more effective. Key messages include: (1) Quality is context- and purpose-specific and means different things to the five stakeholder groups; (2) These multiple perspectives on quality operate at differing levels -- at the training program, at employment outcomes and at higher systemic levels; (3) Effective, fair and prompt regulation is foundational and essential in removing poor quality training from the system; and (4) A number of enabling factors have the potential to either support or detract from VET quality. These factors may impact both objective measures and subjective views of quality.
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- 2017
13. Tracing Assessment Practice as Reflected in 'Assessment Update.' NILOA Occasional Paper #28
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National Institute for Learning Outcomes Assessment, Banta, Trudy W., Ewell, Peter T., and Cogswell, Cynthia A.
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At some future point, when a definitive history of the assessment movement is written, one of the most frequently cited, influential publications will be "Assessment Update" ("AU"). Since 1989, this bimonthly newsletter has been published by Jossey-Bass in partnership with Indiana University-Purdue University Indianapolis (IUPUI). It is no coincidence that the two most frequent contributors to "AU," Trudy Banta--"AU"'s founding editor and intellectual muse--and Peter Ewell, are also among the most prolific thinkers and writers shaping the scholarship and practice of student learning outcomes assessment. In this featured NILOA occasional paper, Banta and Ewell with the assistance of Cynthia Cogswell mine the pages of "AU" between 2000 through 2015 to distill the major themes and advances that characterize the evolution of assessment as a field of professional practice. [Foreword by George D. Kuh.]
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- 2016
14. Policies to Support Teachers' Continuing Professional Learning: A Conceptual Framework and Mapping of OECD Data. OECD Education Working Papers, No. 235
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Organisation for Economic Cooperation and Development (OECD) (France), Boeskens, Luka, Nusche, Deborah, and Yurita, Makito
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While teachers' initial education is key to ensuring that new teachers are prepared for their work, it is only one piece in the continuum of teachers' professional growth. Continuing professional learning is vital for teachers to broaden and deepen their knowledge, keep up with new research, tools and practices and respond to their students' changing needs. It also plays a key role in building collaborative school cultures and supporting the collective improvement of the teaching profession. While the importance of continuing teacher learning is widely recognised, building efficient, equitable and sustainable professional learning systems is far from trivial. The OECD Teachers' Professional Learning (TPL) study seeks to support the development of effective TPL policies and practices in schools and school systems. This paper proposes a theoretical and analytical framework for the study, systematically maps available OECD indicators to this framework and identifies information gaps and areas for future comparative work.
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- 2020
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15. Curriculum Design: Thematic Peer Group Report. Learning & Teaching Paper #8
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European University Association (EUA) (Belgium)
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At the centre of a student's university experience stands the programme that they follow. Therefore, creating curricula that are fit-for-purpose is at the heart of an institution's teaching mission. These curricula need to be relevant for students during their time at university, as well as serve as suitable preparation for their future professional and civic lives. This paper presents the work and conclusions of the European University Association (EUA) Learning & Teaching Thematic Peer Group on "Curriculum design", which identified nine components that contribute to the creation of an "ideal curriculum" covering all stages of the curriculum design.
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- 2020
16. Knowledge Based Economic Areas and Flagship Universities: A Look at the New Growth Ecosystems in the US and California. Research & Occasional Paper Series: CSHE.9.16
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University of California, Berkeley. Center for Studies in Higher Education and Douglass, John Aubrey
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The acceptance of new growth theory relates, in part, to a number of highly touted regional success stories--or what I term "Knowledge Based Economic Areas" (KBEAs) in this and past essays. The United States, and California in particular, is viewed as perhaps the most robust creators of KBEAs, providing an influential model that is visited and revisited by business and government leaders, and other Flagship (or leading national) universities, that wish to replicate their strengths within their own cultural and political terms. While California has a number of unique characteristics, including a robust University of California system with a strong internal academic culture and devotion to public service, the story of its historical and contemporary success as an agent of economic development is closely linked to a number of key contextual factors. These relate to the internal culture, governance and management capacity of major universities in the United States, national investment patterns in R&D, the business environment, including the concentration of Knowledge Based Businesses, the acceptance of risk, and the availability of venture capital, legal variables related to Intellectual Property (IP) and tax policies, the quality of regional workforces, and quality of life factors that are important components for attracting and retaining talent. In most of these KBEAs variables, California has enjoyed an advantage that helps to partially explain the success of the University of California (UC) and other major research universities as agents of economic development. This study focuses on seven contextual variables common to all KBEAs in the United States and much of the world, and with particular attention to the UC system--a network of ten research-intensive campuses. General Principles for a University Governing Board Association of Governing Boards (AGB) are appended.
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- 2016
17. Moving towards More School Autonomy in Austria: Refocusing the Role of School Supervision. OECD Education Working Papers, No. 200
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Organisation for Economic Cooperation and Development (OECD) (France), Bruneforth, Michael, Shewbridge, Claire, and Rouw, Rien
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Prepared for a CERI (Centre for Educational Research and Innovation) Strategic Education Governance Learning Seminar, this working paper analyses an ongoing reform in Austria to change the traditional sector-specific "supervision" of different school types to a system of quality management of all schools in the region and to introduce a new external school evaluation body. The paper identifies four pertinent areas for lasting success of the reform: a new focus on quality management and monitoring; a restructuring of existing sectorspecific school supervision bodies; creating a shared vision of quality and educational goals; and ensuring reliable and useful knowledge. Employing a complexity perspective to governance, the paper highlights that long-term sustainability of the reform requires a compelling narrative clarifying how school supervision supports education improvement and how supervision fits into wider education policy. The analysis further underlines the principle of co-creation in developing quality frameworks and establishing the methodology for the new external school evaluation body; and also for school leaders and school supervisors to drive the development of their new professional identities. Finally, to provide useful knowledge for schools and the system, the new external evaluation body should focus on the improvement of teaching and learning.
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- 2019
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18. Discordant Implementation of Multilateral Higher Education Policies: Evidence from the Case of the Bologna Process. Research & Occasional Paper Series: CSHE.18.13
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University of California, Berkeley. Center for Studies in Higher Education, Murasawa, Masataka, Oba, Jun, and Watanabe, Satoshi P.
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In pursuit of enhanced employability of university graduates, along with their increased mobility in a rapidly globalizing economy, colleges and universities in the world today participate in regional alliances and partnerships in which shared targets with mutually recognized degrees and curricula are sought across boundaries through transnational higher education policies. The Bologna Process is certainly exemplified as one of the most important multilateral efforts in the recent history of higher education, in establishing such a system of quality assurance within the European Higher Education Area. Although the member states of the Bologna Process endeavor to meet the common benchmarks on the preset assessment criteria, the speed of policy implementation is found to widely vary across the participating countries. This paper attempts to identify the sources of discrepancies in achieving the common policy targets among the member states and explore in particular the extent to which varying stages of socio-economic as well as political development, along with indigenous ethnic and linguistic complexities, affect the robust progress of implementing multilateral higher education policies. Our findings generally suggest significant impacts of these indigenous factors.
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- 2013
19. Towards a Cultural Shift in Learning and Teaching. Learning & Teaching Paper #6
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European University Association (EUA) (Belgium), Loukkola, Tia, and Peterbauer, Helene
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Universities across Europe are calling for a more student-centred, inclusive university environment bringing together all actors of the university community, while also implementing measures to achieve such a cultural shift. Members of the EUA [European University Association] Learning & Teaching Thematic Peer Groups are -- each based on their own perspective and experience -- advocating for such a shift because it is seen as a necessity. This paper highlights common and overarching conclusions and considerations present in the work and reports of these Thematic Peer Groups, while also drawing on other studies and reports concerned with learning and teaching.
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- 2019
20. Profiling the Flagship University Model: An Exploratory Proposal for Changing the Paradigm from Ranking to Relevancy. Research & Occasional Paper Series: CSHE.5.14
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University of California, Berkeley. Center for Studies in Higher Education and Douglass, John Aubrey
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It's a familiar if not fully explained paradigm. A "World Class University" (WCU) is supposed to have highly ranked research output, a culture of excellence, great facilities, and a brand name that transcends national borders. But perhaps most importantly, the particular institution needs to sit in the upper echelons of one or more world rankings generated each year by non-profit and for-profit entities. That is the ultimate proof for many government ministers and for much of the global higher education community. Or is it? It is not that current rankings are not useful and informative. The problem is that they represent a very narrow band of what it means to be a leading, or what might be best called a "Flagship" university within a region, within a nation. Further, WCU advocates do not provide much guidance, or knowledge, on what organizational behaviors and methods can lead to greater productivity in research, teaching, "and" public service that can best help universities meet the needs of the societies they must serve. In this essay I attempt to advocate the notion of the "Flagship University" as a more relevant ideal--a model for public institutions, and perhaps some private institutions, one that could replace, or perhaps supplement and alter the perceptions, behaviors, and goals of ministries and universities in their drive for status and influence on society. It is a model that does not ignore international standards of excellence focused largely on research productivity, but is grounded in national and regional service, and with a specific set of characteristics and responsibilities that, admittedly, do not lend themselves to ranking regimes. Indeed, one goal here is to articulate a path, using the language of the "Flagship University," that de-emphasizes rankings and that helps broaden the focus beyond research to relevancy and responsibility. "Flagship Universities" are research-intensive institutions, or in the process of becoming so, but have wider recognized goals. The great challenge for the network of universities that are truly leaders in their own national higher education systems is to shape their missions and, ultimately, to meaningfully expand their role in the societies that gave them life and purpose. The "Flagship University" profile explored here includes an outline of mission, culture, and operational features, and is intended as a possible construct for this cause. An appendix presents the Assigned Characteristics of a WCU.
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- 2014
21. Continuous Development of Teaching Competences: Thematic Peer Group Report. Learning & Teaching Paper #3
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European University Association (EUA) (Belgium)
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Higher education stakeholders are increasingly aware of the need for systematic continuous professional development opportunities for university teachers. This report reflects the outcomes of the work of European University Association's (EUA) Learning & Teaching Thematic Peer Group on "Continuous development of teaching competences". It presents the group's recommendations for a targeted approach to developing pedagogical competences at the European, national, institutional, programme and individual levels, alongside case studies based on practices and initiatives in group members' institutions.
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- 2019
22. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (36th, Anaheim, California, 2013). Volume 1
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Association for Educational Communications and Technology and Simonson, Michael
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For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]
- Published
- 2013
23. Quality Procedures in the European Higher Education Area and Beyond--Visions for the Future: Third ENQA Survey. ENQA Occasional Papers 18
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European Association for Quality Assurance in Higher Education (ENQA), Grifoll, Josep, Hopbach, Achim, Kekalainen, Helka, Lugano, Nathalie, Rozsnyai, Christina, and Shopov, Todor
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Higher education reforms over the last decade, resulting in the establishment of the European Higher Education Area, with new social demands and expectations, have greatly impacted quality assurance in higher education. As a follow-up activity to two previous surveys on external quality procedures, the European Association for Quality Assurance in Higher Education (ENQA) conducted a third survey concentrating on good practice in external quality assurance in order to explore the changes that are taking place, as well as the future areas of focus and activities of quality assurance agencies. The report presents a collection of current features of good practice in external quality assurance within the new priorities formulated by ENQA and following the Leuven/Louvain-la Neuve and Budapest/Vienna Communiques, highlighting the connection between the practices and the expected benefits for higher education institutions and stakeholders. In addition, the present report identifies practices that are expected to be implemented by quality assurance agencies, as well as areas where progress needs to be made, thus proposing a vision of the future of quality assurance procedures. The purpose of the report is also to promote technical and strategic networks among ENQA members addressing future challenges. "The Quality Procedures Questionnaire" is appended. (Contains 11 tables and 8 footnotes.)
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- 2012
24. Accreditation and Accountability: Looking Back and Looking Ahead. CHEA Occasional Paper
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Council for Higher Education Accreditation
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The Council for Higher Education Accreditation (CHEA) has focused on a small but vital set of accreditation issues for the past ten years. Most were selected because they are at the heart of accreditation (student achievement, relationship with government). Others were selected because they represent major expansions of accreditation activity (distance learning, international reviews). All have the potential to fundamentally transform the enterprise as we have historically known it: a system for quality assurance and quality improvement led by the academic community and built on the core values of the primacy of institutional leadership and thus autonomy in the academic arena, a mission-based and thus diverse higher education enterprise and the centrality of freedom of inquiry as captured by the commitment to academic freedom. The issues are:(1) Public Accountability; (2) Student Achievement; (3) Information to the Public; (4) Relationship with Federal and State Government; (5) Distance Education; (6) International Accreditation; (7) Degree Mills and Accreditation Mills; (8) Transfer of Credit; and (9) Financing Accreditation and Conflict of Interest. Presented is a compilation of key recommendations that CHEA has offered related to these issues during the past ten years. Many of these recommendations are the result of extensive outreach, consultation, and communication with many constituents, especially CHEA institutional members, higher education associations, and recognized accrediting organizations. A brief summary of CHEA's core recommendations on each issue is provided, followed by a selection of excerpts from various CHEA publications, advisory statements, letters, and testimony. These excerpts provide additional detail and perspective as well as identify other material in which the reader may be interested. Appended are: (1) The CHEA Initiative. The First Three Years (2008-2011); and (2) Section 3. Additional Reporting to the Public: Examples for Accreditors, Institutions and Programs. [This report was produced by CHEA (Council for Higher Education Accreditation) Institute for Research and Study of Accreditation and Quality Assurance.]
- Published
- 2011
25. Evaluation of the Reports on Agency Reviews (2005-2009). ENQA Occasional Papers 16
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European Association for Quality Assurance in Higher Education (ENQA), Crozier, Fiona, Grifoll, Josep, and Harris, Nick
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In accordance with its strategic plan, the Board of the European Association for Quality Assurance in Higher Education (ENQA) has undertaken an analysis of the first tranche of review reports of agencies dating from the inception of the process in 2005 until December 2009. The intention of this analysis is to fulfil several purposes: (1) the report can be viewed as a self-evaluation undertaken by ENQA; it captures, reflects on and evaluates review work carried out so far; (2) the report provides valuable information on the use and applicability of the ESG in agency reviews; this information will be of interest not only to ENQA and its members but to other E4 members and beyond, particularly when considering the scope and content of any future review of the ESG themselves; (3) lessons learned from the project will help to shape the second round of reviews which is about to start; and (4) the report will prove useful in the general evolution of the respective missions of and methodologies used by ENQA and the European Quality Assurance Register for Higher Education (EQAR). In total, 34 reports were analysed. The recommendations and conclusions are grouped under six headings: (1) The level of compliance and the "maturity" of the agency, the legal contexts in which agencies work, and the year of review; (2) Panels and their Judgements, including terminology and consistency; (3) Problem areas--for the agencies or with the ESG?; (4) Training; (5) Impact of the ESG and their role in safeguarding QA in HE (have they done the job so far?); and (6) Issues for any review of the ESG themselves. The report is structured to allow the reader to see the main commentary and conclusions first, followed by an annex with a more detailed analysis against each of the ESG in order to demonstrate how the conclusions were reached. Appended are: (1) Annex (1) to the report on the review of agencies: detailed analysis of the reports in terms of individual standards in the ESG; and (2) Annex 2: Reports on agency reviews conducted between September 2005 and December 2009 (with date of publication of report on ENQA website).
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- 2011
26. Mapping the Implementation and Application of the ESG (MAP-ESG Project): Final Report of the Project Steering Group. ENQA Occasional Papers 17
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European Association for Quality Assurance in Higher Education (ENQA) and Mazza, Elena
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In 2010 the organisations that form the E4 Group, notably ENQA (European Association for Quality Assurance in Higher Education), ESU (European Students Union), EUA (European University Association), and EURASHE (European Association of Institutions in Higher Education) launched the "Mapping the Implementation and Application of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (MAP-ESG)" project in order to gather information on how the ESG have been implemented and applied in the 47 Bologna signatory countries in higher education institutions and in quality assurance institutions, and to launch a thorough discussion on the ESG in their entirety. In doing so the E4 Group responded to a discussion which has gained momentum since 2009 and which suggested that there should be a review of the ESG. This report presents the results of the activities carried out in the context of the MAP-ESG project. In doing so the report provides the first overarching study on the implementation of the ESG in all its parts, and a thorough analysis of their impact. The report is based on the analysis of expert views from all relevant actors and stakeholders in higher education, notably teachers and students, higher education management and internal quality assurance bodies, external quality assurance agencies, EQAR and ministries, and the social partners. Therefore the recommendation of the project consortium to the Bologna Follow-up Group and the Ministerial meeting in Bucharest in April 2012 is to mandate a careful revision of the ESG in order to improve their clarity, applicability and usefulness. It integrates the perspectives of all stakeholders and, thus, forms a sound basis for ministers to take a well-informed decision on the further development of the ESG. Appended are: (1) Report on the ENQA consultation; (2) Executive Summary of the ESU consultation report; (3) EUA Consultation on the Implementation of the ESG; (4) General Introduction to the EURASHE Consultation; (5) Abbreviations; and (6) Steering Group Members. (Contains 10 footnotes.
- Published
- 2011
27. Quality Procedures in the European Higher Education Area and Beyond--Second ENQA Survey. ENQA Occasional Papers 14
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European Association for Quality Assurance in Higher Education (ENQA), Costes, Nathalie, Crozier, Fiona, Cullen, Peter, Grifoll, Josep, Harris, Nick, Helle, Emmi, Hopbach, Achim, Kekalainen, Helka, Knezevic, Bozana, Sits, Tanel, and Sohm, Kurt
- Abstract
Quality assurance for higher education in Europe has developed significantly since 2002, and has increasingly influenced, and been influenced by, the Bologna Process. A major step in the Bologna Process was taken at the ministerial meeting in Bergen in May 2005, with the adoption of the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) and of the Framework for Qualifications of the European Higher Education Area (FQEHEA). The ESG were developed to meet the need for a common understanding of quality assurance in European higher education. The FQEHEA was developed to meet the need for a common understanding of the generic learning outcomes that signified completion of each of the three cycles of higher education. Both documents have encouraged change and are having a growing impact on quality assurance procedures. The present report updates the findings of the first ENQA (European Association for Quality Assurance in Higher Education) survey on Quality Procedures in European Higher Education, undertaken by the Danish Evaluation Institute (EVA) in 2002, and considers the main developments that have taken place since then. In addition, the survey looks at agencies' views on their compliance with Part 3 of the ESG; their attitudes towards the European Quality Assurance Register for Higher Education (EQAR); and their external review plans. The results of this survey offer a valuable insight into quality assurance procedures across Europe, and it is hoped that this survey will contribute to further future discussions between agencies. "The Quality Procedures Questionnaire" is appended. A glossary is included. (Contains 68 figures, 66 tables, and 14 footnotes.)
- Published
- 2008
28. Quality Convergence Study: A Contribution to the Debates on Quality and Convergence in the European Higher Education Area. ENQA Occasional Papers 7
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European Association for Quality Assurance in Higher Education (ENQA), Crozier, Fiona, Curvale, Bruno, and Henard, Fabrice
- Abstract
The Quality Convergence Study (QCS) project, a follow-up to a 2002 ENQA (European Association for Quality Assurance in Higher Education) survey of quality assurance practices in European countries, was carried out between September 2003 and October 2004. The project was coordinated by a project team consisting of representatives of ENQA member agencies and conducted by six member agencies of ENQA. The project team also made good use of six external quality assurance experts. This publication at hand is the final report of the project. The objective of the QCS project was to study the possibilities for convergence of national quality assurance systems in Europe through six examples, with the aim of obtaining identifiable reference points for transnational evaluations. In practical terms, the project aimed to find out "why" national quality assurance systems operate in particular, yet commonly identifiable ways in different national contexts. The existing descriptions of "how" these quality assurance processes work, formed the starting point of the project. Consequently, the QCS project had as its distinct purpose to increase understanding of those processes and their context in order to provide a base from which further action might be considered. In that sense, the project broke new ground. The writing of the self-analysis documents (SADs) and their examination constituted an important part of the project. Each participating agency drafted a detailed description about its specific national quality assurance context. After a cross-checking exercise, the SADs were sent to the external experts for analysis on the possibilities of convergence. The SADs have not been included into this paper, but can be found on the ENQA website at: http://www.enqa.net/pubs.lasso. One of the most important findings of the study is that convergence can be achieved not only by identifying similarities in the higher education systems, but also by understanding the different national contexts. The higher education systems are complex and constantly changing contexts for external quality assurance. The overall concept and objectives of the project fit closely with the aims of the Bologna Process. (Contains 20 footnotes.)
- Published
- 2005
29. Report to the London Conference of Ministers on a European Register of Quality Assurance Agencies. ENQA Occasional Papers 13
- Author
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European Association for Quality Assurance in Higher Education (ENQA)
- Abstract
Ministers responsible for higher education in the Bologna signatory states welcomed in 2005 the principle of a European Register of quality assurance agencies based on national reviews. They asked ENQA (European Association for Quality Assurance in Higher Education), in cooperation with EUA (European University Association), EURASHE (European Association of Institutions in Higher Education) and ESIB (European Student Information Bureau) (E4 Group), to develop the practical aspects of the Register and report back through the Bologna Follow-up Group. The E4 Group accepted this responsibility and met nine times between the Bergen ministerial meeting and February 2007. It hired a consultant to carry out a round of interviews with various stakeholders around Europe and consulted with a law firm about the legal aspects of the Register. The present document is the E4 Group's final report to the Bologna Process conference of ministers responsible for higher education, London, 17-18 May 2007. It is based on the outcomes of the E4 Group discussions, the report from the consultant, the legal advice and feedback from the BFUG on the earlier drafts of the report. This final report also proposes a draft text for the London Communique. Appended are: (1) Summary of proposals; (2) Proposed organisational structure and process of the Register; (3) Legal advice concerning the Register; (4) Cost estimate of the Register; and (5) Guidelines for national reviews of ENQA member agencies. (Contains 2 figures and 6 footnotes.)
- Published
- 2007
30. Quality Assurance of Higher Education in Portugal: An Assessment of the Existing System and Recommendations for a Future System. ENQA Occasional Papers 10
- Author
-
European Association for Quality Assurance in Higher Education (ENQA)
- Abstract
The purpose of this report is to review the past and present external quality assurance for higher education in Portugal and to recommend a future quality assurance and accreditation system that meets the standards for quality assurance in the European Higher Education Area. The review was carried out on the initiative of the Portuguese Ministry of Science, Technology and Higher Education (MCTES) which requested ENQA (European Association for Quality Assurance in Higher Education) to appoint an international panel to conduct the review. During the review process, the Portuguese government announced that the present evaluation system will be dismantled by the end of 2006 and replaced by a new system for accreditation by the beginning of 2007. This initiative parallels activities in a growing number of European countries that are applying quality assurance systems for higher education that are based on an accreditation approach. The panel is, however, convinced that the new system would benefit from a broader quality assurance approach than one based exclusively on accreditation. The panel has completed a review of the past and present system in accordance with the agreement with MCTES, and the European standards for the review of external quality assurance agencies have formed the basis for the review process. Considering the fact that the European standards were only recently adopted by the relevant ministers of the Bologna signatory countries, the current quality assurance agency, the National Council for Evaluation of Higher Education (CNAVES), cannot in all fairness be expected to have developed its organisation and processes according to those standards. However, it has been the conclusion of the panel that the review would suffer from a serious lack of transparency and comparability if the standards were not applied as the frame of reference for the review. Appended are: (1) Terms of reference; (2) ENQA panel; (3) Professional associations; (4) Site visit programme; (5) Summary list of European standards for quality assurance; (6) Overview of recommendations; (7) Budget for the quality assurance agency; and (8) Criteria for accreditation of university study programmes and polytechnic study programmes. (Contains 7 footnotes and 28 notes.)
- Published
- 2006
31. Methodological Report: Transnational European Evaluation Project II (TEEP II). ENQA Occasional Papers 9
- Author
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European Association for Quality Assurance in Higher Education (ENQA)
- Abstract
The second Transnational European Evaluation Project (TEEP II) was undertaken between August 2004 and June 2006. A methodology for evaluating transnational programmes had previously been tested during 2002-2003 by ENQA (European Association for Quality Assurance in Higher Education) in the first Transnational European Evaluation Project (TEEP I). TEEP II was designed both to follow up and to develop further that work and so to continue to advance cross-border external quality assurance methods in an area where no single regulatory body can assume full responsibility. TEEP II had three primary objectives, to: (1) pilot the transnational quality evaluation of three different joint master's programmes; (2) test the use of comparable quality evaluation criteria for joint master's degrees; and (3) develop a method for transnational external evaluation building on previous professional experience using common criteria. The project involved many actors across several countries: six quality assurance agencies, three programmes (each with partners in a minimum of five countries) and experts from across Europe. Each programme shared its "jointness", but in other areas there was divergence: subject, philosophy, objectives, history, etc. This made it possible both to compare and to contrast the three programmes and so to draw conclusions from a more robust vantage point. The project was bracketed by two conferences, one at the beginning and one at the end of the exercise. Both conferences brought together all those involved and ensured a good level of mutual understanding with which to begin the project as well as an opportunity for shared reflection to close it. The present report emphasises the importance for joint programmes of developing quality assurance and enhancement processes which operate across the programme as a whole--wherever it is delivered. It also stresses the need to mirror the essential transnational character of the programmes in the external evaluation process--through the participation of experts and quality assurance organisations from different countries, working together. TEEP II has demonstrated successfully how that can be achieved. The report identifies a number of areas for further work and proposes that through working together with the European University Association (EUA) ENQA may be able to refine the methods for external and internal evaluation of joint master's programmes. Appended are: (1) Management group and Expert Teams; (2) Self-evaluation manual; (3) EUA Golden Rules for New Joint Masters Programmes; (4) Launch conference programme; and (5) Closing conference programme. (Contains 28 footnotes.)
- Published
- 2006
32. Terminology of Quality Assurance: Towards Shared European Values? ENQA Occasional Papers 12
- Author
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European Association for Quality Assurance in Higher Education (ENQA), Crozier, Fiona, Curvale, Bruno, Dearlove, Rachel, Helle, Emmi, and Henard, Fabrice
- Abstract
In this publication ENQA (European Association for Quality Assurance in Higher Education) has taken the opportunity to bring together two distinct but related reports. Part 1 examines the language of European quality assurance. It grew out of the debates and discussions at an ENQA workshop in Warwick in June 2006. The success of the workshop highlighted the support needed by all agencies as they deal with the linguistic challenges involved in creating a European Higher Education Area (EHEA). Part 2 contains the findings of the second Quality Convergence Study (QCS II). The first Quality Convergence Study (QCS) examined why national quality assurance systems operate in different, yet commonly identifiable, ways in particular national contexts. Building on this, QCSII has sought to go beyond the technical language of quality assurance and provide an opportunity for agencies to reflect on the values that underpin their quality assurance systems. Both of these reports aim to contribute to promoting understanding of the multiple layers of meaning which become apparent when we attempt to understand quality assurance across borders, and across languages. They do not offer a conclusion, but a point of departure for further research and reflection. Individual parts contain footnotes and appendices.
- Published
- 2006
33. International Quality Review and Distance Learning: Lessons from Five Countries. CHEA Occasional Paper
- Author
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Council for Higher Education Accreditation, Middlehurst, Robin, and Woodfield, Steve
- Abstract
This is a report on the quality review of distance learning in a sample of five countries. The report was commissioned by the Council for Higher Education Accreditation's (CHEA's) International Commission in order to understand better the nature of existing regulatory arrangements in the context of growth in electronically supported learning and in the import and export of education world-wide. The data collected from readily available public sources were used to create country case studies for Jordan, Malaysia, Australia, Kenya and the UK, which were subsequently verified by in-country experts. From the data and information collected, a summary report was produced in two parts. Part One summarizes information and issues arising from relevant policy reports and academic literature. The sections of the report cover: context and terminology, approaches to quality review, agencies involved, review processes, and challenges and issues in the quality review of distance learning. The second part presents data from the case studies. After a brief section outlining the socio-economic context, educational system and policy context for each country, Part Two addresses the main themes of the project: the nature of distance learning in each country and the main providers, the nature of the regulatory and quality assurance systems as they apply generally and to distance learning in particular, and the relationship between trade in educational services (from an importing and exporting perspective) and arrangements for quality review. [This report was produced by CHEA (Council for Higher Education Accreditation) Institute for Research and Study of Accreditation and Quality Assurance. It was prepared for the International Commission of the Council for Higher Education Accreditation.]
- Published
- 2004
34. Designing a Teaching Excellence Framework: Lessons from Other Sectors. Occasional Paper 13
- Author
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Higher Education Policy Institute (HEPI) (United Kingdom) and Darian, Louisa
- Abstract
The Government is committed to introducing a Teaching Excellence Framework (TEF) to assess the quality of teaching and learning in higher education. Designing the right solution is challenging. There is no off-the-shelf solution from other countries that we can lift. But we can learn lessons from other sectors. This pamphlet explores rating systems that exist in other parts of the education sector and also the care sector, before considering the implications for the TEF. The author, who has a background in consumer affairs, makes two recommendations: (1) to integrate the TEF more fully within the quality assurance system; and (2) to delay the TEF's introduction until we are sure it is right.
- Published
- 2016
35. Promoting Quality Assurance in Vocational Education and Training: The ETF Approach. ETF Working Paper
- Author
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European Training Foundation (ETF) (Italy) and Watters, Elizabeth
- Abstract
The European Training Foundation's (ETF) approach to promoting systemic and systematic quality assurance in vocational education and training (VET) is set out in this working paper. Quality assurance in VET is summarised by the ETF as the measures established to verify that processes and procedures are in place, which aim to ensure the quality and quality improvement of VET. The ETF uses the following definition of VET: "education and training which aim to equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly on the labour market." The intention of this working paper is to serve as a resource for ETF staff and its function is to support a common ETF approach to promoting quality assurance in VET in partner countries. The paper will be made available to a wider audience with an interest in quality assurance in VET. ETF partner countries have signaled the need for more effective quality assurance measures to help improve the quality and relevance of VET outcomes. They aim to strengthen quality assurance policies and measures that support the development of good VET governance and management, good qualifications systems, good qualifications and good learning environments facilitated by good teachers and trainers. The main purpose of this working paper is to guide ETF staff to support partner countries in their endeavours to develop further their approach to quality assurance in VET. The paper has five chapters. The background to present-day quality assurance is presented in Chapter 1. Concepts important to the understanding of the ETF approach to quality assurance in VET are reviewed in Chapter 2. In Chapter 3, the evolution of European policies for quality assurance is summarised. The "status quo" of quality assurance policy and practice in ETF partner countries and reform needs and challenges, as presented in the Torino Process reports, are discussed in Chapter 4. Chapter 5 presents the ETF approach to promoting quality assurance in VET development, based on the conceptual framework set out in the preceding chapters. (A bibliography is included.)
- Published
- 2015
36. AGB-CHEA Joint Advisory Statement on Accreditation and Governing Boards
- Author
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Association of Governing Boards of Universities and Colleges (AGB) and Council for Higher Education Accreditation (CHEA)
- Abstract
Accreditation is a critical tool for quality assurance and accountability for higher education, signaling an institution's commitment to academic quality and fiscal integrity. The Association of Governing Boards of Universities and Colleges (AGB) and the Council for Higher Education Accreditation (CHEA) published this statement to help board members better understand the importance of accreditation and the board's role in the process. AGB and CHEA published an initial statement in 2009. Since then, however, the higher education landscape has significantly changed, and the need to reemphasize board involvement has become evident. The updated statement offers leading practices to foster effective governance strategies as board members, chief executives, and other staff work collaboratively with accrediting organizations. It highlights many suggestions for boards and their members, such as: (1) Establish an ongoing orientation or accreditation education program for board members, with particular attention to the way in which accreditation relates to such core values as mission, institutional independence, educational quality, and academic freedom; (2) Develop, in collaboration with the chief executive officer, a plan for ongoing governing board involvement in accreditation reviews; and (3) Create clear expectations of board leaders to work with the president on the accreditation process, including opportunities to meet with the visiting team, and an expectation that the visiting team's final report will be available to the full board.
- Published
- 2022
37. Improving the Quality of Basic Education for the Future Youth of Yemen Post Arab Spring. Global Economy & Development. Working Paper 59
- Author
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Brookings Institution, Yuki, Takako, and Kameyama, Yuriko
- Abstract
This paper looks at the issue of the quality of education in Yemen. It uses micro-data from TIMSS and from surveys conducted in underserved rural areas, as well as macro-level policy information from the System Assessment for Better Education Results (SABER) database. The analysis indicates that the availability of teachers and resources at schools, the monitoring and supervision of schools and parental involvement in schooling are important factors for better learning outcomes and avoiding trade-offs between expansion of enrollment and quality of learning. The paper suggests three types of reforms that can be carried out in the short run. First, it is necessary to systematically monitor teachers' actual deployment and attendance in order to link the information with salary management and incentives. Second, there is a need to refine and scale up the existing implementation and monitoring mechanism for school grants to reward schools and communities that improve access for disadvantaged students and girls, and enhance the quality of learning. Third, there is a need to enhance transparency and accountability of school resources and results by disseminating a simple database that would include trends of basic indicators to monitor and compare progress at the school, district and governorate level. Statistical annexes are included. (Contains 5 figures, 11 tables, and 27 endnotes.)
- Published
- 2013
38. Universities UK Response to the Higher Education White Paper
- Author
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Universities UK (England)
- Abstract
Universities UK's response to the Higher Education White Paper outlines the principles that we believe will underpin a strong future higher education system. These principles form the basis of the specific recommendations we make to government in taking forward a programme of change. They also form the backdrop to our own commitments, which include improving the availability of information, developing effective partnerships, enhancing quality assurance and monitoring the impact of the changes. The combination of UUK's recommendations and the commitments that we have made would help ensure that the Government and universities play their respective roles in supporting diverse forms of excellence, promoting social mobility and social inclusion, delivering a more flexible regulatory framework, and achieving greater efficiency. Our response also calls on the Government to make timely, clear and consistent data widely available, to help ensure that future policy interventions are both transparent and evidence based. (Contains 1 figure, 1 table and 5 footnotes.)
- Published
- 2011
39. Service Quality and Student Satisfaction in Higher Education
- Author
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Gordana Stankovska, Fatime Ziberi, and Dimitar Dimitrovski
- Abstract
Education is a significant institution given the shift to a knowledge economy. Today students have numerous expectations that range from choosing what to learn, how to learn and how much to learn based on their individual academic needs. Student satisfaction is an important facet for higher education institutions and specifically, it is highly related to service quality. Thus, the main goal of this study was to investigate the relationship between student perceived service quality and the global satisfaction level among university students. The ServQual instrument was administered to a sample of 250 university students. The results indicated that the higher gap of the service quality is related to the responsiveness dimension, followed by the reliability, assurance, empathy and tangibles dimensions. At the same time, there was a significant positive relationship between student satisfaction and responsiveness, reliability, assurance and empathy, but negative correlation between student satisfaction and tangibles. The findings generally indicate that a majority of students are satisfied with the facilities provided by the university. Such findings should help the university make a better strategic plan as to enhance student satisfaction in particular and its overall performance in general. So, the service quality in higher education has a significant influence on student satisfaction and in view of this, higher education institutions need to be aware of the service quality dimensions that influence the satisfaction of their students and therefore that it is important to note that these dimensions should be determined by the students, because the students are the primary recipients of the services provided by the institution. [For the complete Volume 22 proceedings, see ED656158.]
- Published
- 2024
40. Reviews in Higher Education Publications: New Models in Higher Education
- Author
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Guernon Emmanuelle
- Abstract
This paper examines the evolving landscape of higher education publications, focusing on the emergence of new models that are reshaping scholarly discourse and dissemination. Through a comprehensive review of literature, we analyze the trends, challenges, and opportunities presented by these new models. Our exploration encompasses diverse approaches such as open access journals, digital platforms, interdisciplinary collaborations, and alternative peer-review systems. By synthesizing insights from a range of scholarly works, this review sheds light on the transformative potential of these new models in advancing knowledge dissemination and fostering academic innovation within higher education. [This paper was published in "International Journal of Reviews" v2 n1 p100-124 2024.]
- Published
- 2024
41. Moving to Outcomes: Approaches to Incorporating Child Assessments into State Early Childhood Quality Rating and Improvement Systems. Occasional Paper
- Author
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RAND Education, RAND Labor and Population, Zellman, Gail L., and Karoly, Lynn A.
- Abstract
Many studies have shown that higher-quality early care and education (ECE) predicts positive developmental gains for the children who experience it. However, much ECE in the United States is not of sufficiently high quality to produce these benefits. Quality rating and improvement systems (QRISs) attempt to improve practice and care quality in ECE settings; both are expected to improve child functioning. However, these systems rarely assess children to determine their effects because of the high costs and assessment burdens involved. Yet including child assessments in the design, implementation, and evaluation of QRISs or other quality improvement (QI) efforts could improve practice and raise care quality. The authors identify five strategies for states to consider for incorporating child assessments into QRISs or other QI approaches. Two of the strategies use assessments to inform classroom practice and to support program improvements. The remaining three use assessments to measure the effects of participating in a given classroom, program, or ECE system on child functioning. The authors' analysis of these strategies relies on research about measuring child functioning and methods for determining the contribution of ECE to developmental trajectories. It relies as well on new research concerning how states have included child assessments in their QRISs. Guidance is offered about when and how to incorporate the five approaches into a QRIS; the value of these approaches depends on the questions to be answered, the stage of the QRIS, and the availability of the resources needed to implement assessments and mount a rigorous research design. A bibliography is included. Individual chapters contain footnotes. (Contains 1 figure and 7 tables.)
- Published
- 2012
42. Talking the Quality Talk, Walking the Quality Walk: Developing an Online Quality Assurance Training Program
- Author
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Abdullah Saykili, Fuat Erdal, Deniz Tasci, Elif Toprak, Feyza Ipekten, and Zuhal Biricik
- Abstract
Quality Assurance (QA) aims to ensure and enhance educational quality, promote accountability, and foster sustainable improvement and is considered a crucial element for higher education systems in a world of constant change, increased competitiveness, technological innovation, and rising costs. In the last several years, quality assurance in Turkish higher education has experienced substantial improvements. The current developments reflect ongoing efforts in Turkish higher education to improve quality assurance processes, comply with international standards, and guarantee the consistency of academic offerings and institutional standards. The development and training of human resources are of paramount importance in creating sustainable QA efforts. Thus, the Quality Coordinatorship of Anadolu University developed a unique online training entitled "Institutional Self-Evaluation Training Programme" to equip the University staff with the required knowledge and skills to conduct internal evaluation in academic programs. Following a cross-sectional research design, and making use of learning analytics and satisfaction survey, this research investigated the learning patterns and satisfaction of the participants involved in this course. The high learning resources access and activity completion rates in this course suggest that there was a significant interest in the course considering it was only a recommended course. In addition, high levels of satisfaction, which was supported by the qualitative findings, show that the online training was endorsed by the participants as a viable training activity. [This paper was published in the INTE-ISTEC-ITEC-ITICAM-IQC proceedings, 2023, pp. 760-772).]
- Published
- 2023
43. Challenges Associated with Implementation of Sustainability-Oriented Principles and Practices: Lessons Learnt from South African Universities
- Author
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Daniels, Carlo, Niemczyk, Ewelina K., and de Beer, Zacharias L.
- Abstract
As evident in scholarly literature, universities worldwide embrace Sustainable Development Goals initiated by United Nations. Yet, regardless institutions' commitment, many countries, especially developing ones, struggle to effectively implement sustainability-oriented principles and practices in higher education. To that end, this paper, based on the qualitative document analysis, brings attention to main challenges associated with the implementation of sustainability-orientated principles and practices in seven South African universities. The findings show that several challenges exist due to the holistic nature of sustainable development (SD) as it is a concept that not only connects different areas of knowledge but also articulates knowledge from distinctive disciplines. Furthermore, the findings indicate that the strategy with the most potential of enhancing the implementation of sustainability-orientated principles and practices and ensuring longevity and improvement require support from top management of higher education institutions (HEIs). In addition, in order to strengthen SD, HEIs need to adapt a holistic approach and implement sustainability principles, knowledge, and practices within all academic activities. In alignment with the theme of the conference, this study provides reflections and recommendations towards the improvement of education considering the experiences and lessons learnt in a specific context. [For the complete Volume 21 proceedings, see ED629259.]
- Published
- 2023
44. Quality Assurance and Transparency Tools. ENQA Workshop Report 15
- Author
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European Association for Quality Assurance in Higher Education (ENQA), Costes, Nathalie, Hopbach, Achim, Kekalainen, Helka, van IJperen, Robin, and Walsh, Padraig
- Abstract
The European Association for Quality Assurance in Higher Education (ENQA) realises that there is a steadily growing interest among students and all stakeholders of Higher Education and the public at large in accessing detailed and reliable information on the quality of individual study programmes, faculties and higher education institutions. ENQA is aware that external quality assurance activities in higher education set up by quality assurance agencies are producing only part of the information. Besides quality assurance agencies that enshrine their activities in the ESG, there is a growing number of providers of information about higher education. The proliferation of ranking schemes and other transparency tools is one aspect of this increasing need for information about higher education institutions and their activities. The purpose of this seminar was to discuss expectations from higher education institutions and other stakeholders concerning information on quality of higher education, and the contribution of quality assurance and transparency tools to meet these expectations. The outcome of the discussions is a position paper on information and transparency tools, which can be found in Part 2 of this report. This paper is divided into two parts: (1) Key messages; and (2) ENQA position paper on transparency tools. Programme of the Seminar is appended. (Contains 2 footnotes.)
- Published
- 2010
45. Transformation of Education: From Dehumanization to Re-Humanization of Society
- Author
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Aberšek, Boris, Flogie, Andrej, and Aberšek, Metka Kordigel
- Abstract
With the approach of constant changes and quality assurance in education, we have reached an optimum that no longer justifies all further investments in such changes, as the results of these investments are (and will be) minimal and insufficient. We have reached a stage where we must shift from evolution to revolution, from constant changes in education to its complete transformation. Here, we must point out that we must reverse the flow of systemic changes from the dehumanization of society as that in Industry 4.0 or, in a slightly softer form, the Japanese vision of Society 5.0. This reverse flow offers us the re-humanization of society's development and it can be called Society 6.0 or, historically, also Society 1.1 (back to the past, to the first industrial revolution). [For the full proceedings, see ED629086.]
- Published
- 2023
46. Virtual Universities: An Overview & Trends
- Author
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Kayyali, Mustafa
- Abstract
Traditional institutions are now up against fresh competition from virtual universities as the world gets more digital. Higher education is now more widely available thanks to these online universities that provide online courses and degrees. In this paper, I will give an overview of the virtual university scene, look at the development of online learning over time, and discuss the advantages and disadvantages of virtual universities. We also talk about new developments in online education, such as the advent of Massive Open Online Courses (MOOCs), the gamification of education, and the application of AI and machine learning in the educational setting. Finally, we look at concerns with accreditation, quality assurance, and student participation, as well as opportunities and challenges for virtual universities. We seek to provide a thorough grasp of the virtual university landscape and its possible effects on higher education through this analysis. [This paper was published in: "Digital Education: Foundation & Emergence with Challenges, Cases. Interdisciplinary Knowledge Series," edited by P. K. Paul et al., New Delhi Publishers, 2023, pp. 301-28.]
- Published
- 2023
47. The Relationship between Rankings and Academic Quality
- Author
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Kayyali, Mustafa
- Abstract
University rankings have a growing impact on how people view the academic excellence of higher education. The complicated relationship between rankings and academic excellence is explored in this essay along with how it may affect higher education policy and practice. The importance of rankings and their influence on institutional decision-making is highlighted in the introduction to the article. After that, it goes into detail about how to understand university rankings, going over their methodology, metrics, and influences. The subsequent sections focus on the link between rankings and academic quality, highlighting how rankings can both reflect and shape perceptions of quality. The limitations and challenges associated with rankings are also explored, including the simplification of academic quality, data accuracy, and interpretation, and the potential for distortions and unintended consequences. Alternative approaches to assessing academic quality beyond rankings are presented, emphasizing the importance of comprehensive evaluation frameworks that encompass diverse dimensions of excellence. This paper goes into more detail about how rankings affect institutions of higher learning, including how they affect institutional priorities and the necessity of mission-driven decision-making. Additionally, discussions of student opinions on rankings and academic standards highlight the significance of including students in the evaluation process. Exploring the difficulties and possibilities for policy and practice while concentrating on themes of equity, data transparency, and public opinion. The paper concludes by highlighting the need for a nuanced understanding of rankings and academic quality and the importance of adopting comprehensive approaches that prioritize student success, diversity, and institutional missions. By recognizing the limitations of rankings and embracing alternative assessment measures, policymakers and institutions can promote a more holistic and accurate assessment of academic quality in higher education.
- Published
- 2023
48. Reviews of Literature on Accreditation and Quality Assurance
- Author
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Emmanuelle, Guernon
- Abstract
This paper presents a comprehensive review of existing literature concerning the domains of accreditation and quality assurance in various sectors. Accreditation and quality assurance play vital roles in ensuring the credibility, transparency, and effectiveness of educational institutions, healthcare facilities, industries, and other domains. This paper synthesizes the findings of numerous studies, focusing on the conceptual frameworks, methodologies, and outcomes associated with accreditation and quality assurance processes. The review encompasses a wide range of perspectives, including historical context, best practices, challenges, and advancements in accreditation and quality assurance. Through a systematic analysis of these scholarly works, this paper aims to provide a deeper understanding of the evolving landscape of accreditation and quality assurance across diverse sectors and shed light on potential future research directions.
- Published
- 2023
49. An Overview of Quality Assurance in Higher Education: Concepts and Frameworks
- Author
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Kayyali, Mustafa
- Abstract
To ensure that students obtain an effective and appropriate education, quality assurance in higher education is crucial. The primary concepts, structures, and procedures associated with quality assurance in higher education are extensively addressed in this paper. To improve student learning outcomes, institutional reputation, and overall accountability, it examines the changing landscape of higher education and the growing emphasis on quality. The introduction of the paper defines quality assurance in the context of higher education, emphasizing its complexity and the range of stakeholders it involves. It explores the numerous quality dimensions--both academic and non-academic--and their importance in promoting a well-rounded educational experience. The paper then addresses the essential tenets and strategies that support quality assurance. It looks at internal quality control approaches that enable institutions to regularly review and enhance their educational practices, such as faculty development, curriculum design, and self-assessment. To further promote openness, comparability, and accountability across higher education institutions, external quality assurance, including accreditation, benchmarking, and regulatory frameworks, is being investigated as well. The paper also explores international perspectives on quality assurance in higher education, emphasizing regional differences and global initiatives. It looks at how standards-setting organizations, professional groups, and quality control organizations influence policies and encourage institutional cooperation. To improve processes for making decisions and ensure constant enhancement, the paper also examines the role of data analysis, assessment instruments, and quality indicators. The paper also seeks to provide scholars, policymakers, administrators, and practitioners with a firm foundation to comprehend the concepts, theories, and techniques involved in quality assurance in higher education. It is a useful tool for promoting quality in higher education institutions around the world, encouraging discussion, and influencing decision-making processes.
- Published
- 2023
50. Beginning Blueprint: Electronic Exhibits for a Teacher Education Accreditation Council Academic Audit
- Author
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Koonce, Glenn L., Hoskins, Joan J., and Goldman, Katie D.
- Abstract
This study illustrates the development, usability, and advantages of an electronic exhibit for the TEAC (Teacher Education Accreditation Council) academic audit from the perspective of program education faculty. The examination of the successful utilization of electronic exhibits for teacher licensure and educational leadership program IBs (inquiry briefs) provided a post-audit opportunity for process reflection and refinement. IB components, program claims, and TEAC standards provide critical elements for the design and organization of the electronic exhibit room. Technology was effectively used to demonstrate the overall quality of programs and create a system for sharing the story of one school of education. Conclusions include electronic exhibit room advantages and disadvantages for faculty and program improvement. This article summarizes the academic audit at Regent's School of Education and suggests recommendations for exhibit development and presentation of electronic evidence for accreditation.
- Published
- 2012
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