Pub Date : 2007-10-29DOI: 10.1080/03797720701618906
Irina Artushina, V. Troyan
This article describes the methodical problems of the ranking of Russian universities by the independent ranking agency RatER1. The main features of this ranking system are public estimations of the quality of the higher education in Russia. The results of the sociological study were processed by the original statistical methods. The procedure involves the opinions of the graduate students, teaching staff, employers and independent experts. The interviews show the current state of the education system in different regions of the Russian Federation. The paper also attempts to provide some recommendations for the development of the proposed ranking method. 1. ‘RatER’ is the English abbreviation for Rating of Educational Resources – an Independent Ranking Agency in the Russian Federation.
{"title":"Methods of the Quality of Higher Education Social Assessment.","authors":"Irina Artushina, V. Troyan","doi":"10.1080/03797720701618906","DOIUrl":"https://doi.org/10.1080/03797720701618906","url":null,"abstract":"This article describes the methodical problems of the ranking of Russian universities by the independent ranking agency RatER1. The main features of this ranking system are public estimations of the quality of the higher education in Russia. The results of the sociological study were processed by the original statistical methods. The procedure involves the opinions of the graduate students, teaching staff, employers and independent experts. The interviews show the current state of the education system in different regions of the Russian Federation. The paper also attempts to provide some recommendations for the development of the proposed ranking method. 1. ‘RatER’ is the English abbreviation for Rating of Educational Resources – an Independent Ranking Agency in the Russian Federation.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130199743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-10-01DOI: 10.1080/03797720701840807
T. Grosges, D. Barchiesi
The European Credit Transfer and Accumulation System (ECTS) has been developed and instituted to facilitate student mobility and academic recognition. This paper presents, discuss, and illustrates the pertinence and the limitation of the current statistical distribution of the ECTS grades, and we propose an alternative way to calculate the ECTS grades attribution in order to improve the ECTS system. 1. The authors extend their gratitude to C. Buret for the English language assistance and the Department of Educational Pedagogy for its financial support.
{"title":"European Credit Transfer and Accumulation System: An Alternative Way to Calculate the ECTS Grades","authors":"T. Grosges, D. Barchiesi","doi":"10.1080/03797720701840807","DOIUrl":"https://doi.org/10.1080/03797720701840807","url":null,"abstract":"The European Credit Transfer and Accumulation System (ECTS) has been developed and instituted to facilitate student mobility and academic recognition. This paper presents, discuss, and illustrates the pertinence and the limitation of the current statistical distribution of the ECTS grades, and we propose an alternative way to calculate the ECTS grades attribution in order to improve the ECTS system. 1. The authors extend their gratitude to C. Buret for the English language assistance and the Department of Educational Pedagogy for its financial support.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131814116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-10-01DOI: 10.1080/03797720701840716
D. Marks
Access to undergraduate education has expanded rapidly in recent years. This is one manifestation of a rise in the relative importance of market‐based resource allocation in higher education and a weakening of allocation based upon traditional views of merit. This change in priority has influenced the content of the undergraduate curriculum and introduced both content and methods whose legitimacy and educational value some question as universities market their products to attract enrolment. The paper discusses the relationship between allocation mechanism and “curriculum as product” and examines critically some of the more significant implications for undergraduate education such as course rigour and full‐spectrum grading.
{"title":"The Unsettled Meaning of Undergraduate Education in a Competitive Higher Education Environment.","authors":"D. Marks","doi":"10.1080/03797720701840716","DOIUrl":"https://doi.org/10.1080/03797720701840716","url":null,"abstract":"Access to undergraduate education has expanded rapidly in recent years. This is one manifestation of a rise in the relative importance of market‐based resource allocation in higher education and a weakening of allocation based upon traditional views of merit. This change in priority has influenced the content of the undergraduate curriculum and introduced both content and methods whose legitimacy and educational value some question as universities market their products to attract enrolment. The paper discusses the relationship between allocation mechanism and “curriculum as product” and examines critically some of the more significant implications for undergraduate education such as course rigour and full‐spectrum grading.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"279 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133271846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-10-01DOI: 10.1080/03797720701840856
T. Agasisti, A. Bianco
There are broad concerns in Italy about public sector efficiency. Within the public sector higher education (HE) has a major role, providing the economy with research outputs and graduates. Italian universities claim to have expanded teaching and research services to keep pace with the growth of the “knowledge society.” An important question is whether this expansion is benefiting the Italian HE sector. To address this issue, the cost structure of Italian university system is examined. A quadratic cost function is employed to test both the existence of efficiency linkages between teaching and research services and the presence of scale economies. These results are used to investigate the implications of a more specialized HE sector.
{"title":"Cost Structure of Italian Public Universities: An Empirical Analysis.","authors":"T. Agasisti, A. Bianco","doi":"10.1080/03797720701840856","DOIUrl":"https://doi.org/10.1080/03797720701840856","url":null,"abstract":"There are broad concerns in Italy about public sector efficiency. Within the public sector higher education (HE) has a major role, providing the economy with research outputs and graduates. Italian universities claim to have expanded teaching and research services to keep pace with the growth of the “knowledge society.” An important question is whether this expansion is benefiting the Italian HE sector. To address this issue, the cost structure of Italian university system is examined. A quadratic cost function is employed to test both the existence of efficiency linkages between teaching and research services and the presence of scale economies. These results are used to investigate the implications of a more specialized HE sector.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130367265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-10-01DOI: 10.1080/03797720701840666
A. Lemieux, Gérald Boutin, J. Riendeau
This article discusses “Universities of the Third Age”, whose function is quite distinct from established universities' traditional role in teaching, research, and community services. Consequently, there is an urgent need to develop a model of partnership between traditional universities and Universities of the Third Age, ensuring better training for educators working with senior citizens. Determining the roles of teachers, supervisors, and students will facilitate greater cooperation, and allow for a linkage of Universities of the Third Age (U3A) with traditional faculties of education, as well as further refinement of the theoretical and practical professional training of future educators of older people. 1. This article is the last of three already published on gerontagogy in Educational Gerontology . “The University of the Third Age: Role of Senior Citizens,” Educational Gerontology 21 (1995), pp. 337–344; “Essential Learning Contents in the Curriculum for a Certificate Degree in Personalized ...
{"title":"Faculties of Education in Traditional Universities and Universities of the Third Age: A Partnership Model in Gerontagogy","authors":"A. Lemieux, Gérald Boutin, J. Riendeau","doi":"10.1080/03797720701840666","DOIUrl":"https://doi.org/10.1080/03797720701840666","url":null,"abstract":"This article discusses “Universities of the Third Age”, whose function is quite distinct from established universities' traditional role in teaching, research, and community services. Consequently, there is an urgent need to develop a model of partnership between traditional universities and Universities of the Third Age, ensuring better training for educators working with senior citizens. Determining the roles of teachers, supervisors, and students will facilitate greater cooperation, and allow for a linkage of Universities of the Third Age (U3A) with traditional faculties of education, as well as further refinement of the theoretical and practical professional training of future educators of older people. 1. This article is the last of three already published on gerontagogy in Educational Gerontology . “The University of the Third Age: Role of Senior Citizens,” Educational Gerontology 21 (1995), pp. 337–344; “Essential Learning Contents in the Curriculum for a Certificate Degree in Personalized ...","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124324608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-10-01DOI: 10.1080/03797720701840633
A. Hassanien
The importance of group learning has increased significantly in higher education in the past two decades (Houldsworth and Mathews, 2000). The primary focus of this study is to explore the feelings and experience of students regarding group work and group assessment in higher education. The study is exploratory based on a qualitative focus group approach. Interestingly, students felt that group work is a significant method to foster the development of critical thinking through discussion, clarification of ideas, and evaluation of others' ideas. Students consider “poor communication” and “poor attendance at group meetings” as the main challenges they face when working within a group. Also, students identified “dedicated assignment seminars” as the most effective tool, which could be used to enhance the effectiveness of group work. This study reinforces the findings of previous research into group work suggesting that the experience is a generally positive one for students. Results are discussed in the conte...
{"title":"A Qualitative Student Evaluation of Group Learning in Higher Education","authors":"A. Hassanien","doi":"10.1080/03797720701840633","DOIUrl":"https://doi.org/10.1080/03797720701840633","url":null,"abstract":"The importance of group learning has increased significantly in higher education in the past two decades (Houldsworth and Mathews, 2000). The primary focus of this study is to explore the feelings and experience of students regarding group work and group assessment in higher education. The study is exploratory based on a qualitative focus group approach. Interestingly, students felt that group work is a significant method to foster the development of critical thinking through discussion, clarification of ideas, and evaluation of others' ideas. Students consider “poor communication” and “poor attendance at group meetings” as the main challenges they face when working within a group. Also, students identified “dedicated assignment seminars” as the most effective tool, which could be used to enhance the effectiveness of group work. This study reinforces the findings of previous research into group work suggesting that the experience is a generally positive one for students. Results are discussed in the conte...","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"4 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120844425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-10-01DOI: 10.1080/03797720701840849
Marilou Ioakimidis
This paper presents the development and validation of a two‐level hierarchical cost model for tertiary education, which enables prospective students to compare the total cost of attending a traditional Baccalaureate degree education with that of the same programme taken through distance e‐learning. The model was validated by a sample of Greek university students familiar with both traditional and distance learning who evaluated them in a survey, indicating that the cost advantage of distance e‐learning was tempered by the perception that traditional learning has an advantage from the standpoint of quality. The paper also offers several strategies that might help address students' concerns about the quality of distance e‐learning.
{"title":"Online or on Campus: A Student Tertiary Education Cost Model Comparing the Two, with a Quality Proviso.","authors":"Marilou Ioakimidis","doi":"10.1080/03797720701840849","DOIUrl":"https://doi.org/10.1080/03797720701840849","url":null,"abstract":"This paper presents the development and validation of a two‐level hierarchical cost model for tertiary education, which enables prospective students to compare the total cost of attending a traditional Baccalaureate degree education with that of the same programme taken through distance e‐learning. The model was validated by a sample of Greek university students familiar with both traditional and distance learning who evaluated them in a survey, indicating that the cost advantage of distance e‐learning was tempered by the perception that traditional learning has an advantage from the standpoint of quality. The paper also offers several strategies that might help address students' concerns about the quality of distance e‐learning.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"255 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121435829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-07-01DOI: 10.1080/03797720701840831
Carmen Ricoy, M. Pino
The objective of this paper is to study the use and educational application of technical resources by students of Social Education (SE) in Spain. The reasons for this research were based on the importance of gaining a deep command of the various skills associated with information and communication technologies in the acquisition of generic competencies. The research we conducted was a descriptive and interpretative study designed from a quantitative‐qualitative perspective. The questionnaire was selected as the main data collection tool. Among its most important findings, the research has revealed that SE students are not frequent users of most new technologies, and that they usually copy the behaviours of their teachers in their educational application of technologies. 1. This work was supported by the Spanish Ministry of Education and Science under Project No. SEJ2004‐06803.
{"title":"Use of Technological Resources by Social Education Students in Spain","authors":"Carmen Ricoy, M. Pino","doi":"10.1080/03797720701840831","DOIUrl":"https://doi.org/10.1080/03797720701840831","url":null,"abstract":"The objective of this paper is to study the use and educational application of technical resources by students of Social Education (SE) in Spain. The reasons for this research were based on the importance of gaining a deep command of the various skills associated with information and communication technologies in the acquisition of generic competencies. The research we conducted was a descriptive and interpretative study designed from a quantitative‐qualitative perspective. The questionnaire was selected as the main data collection tool. Among its most important findings, the research has revealed that SE students are not frequent users of most new technologies, and that they usually copy the behaviours of their teachers in their educational application of technologies. 1. This work was supported by the Spanish Ministry of Education and Science under Project No. SEJ2004‐06803.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117019124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-07-01DOI: 10.1080/03797720701840682
Kent Löfgren
This study is about the introduction of an international grading scheme from the perspective of the educational providers, with the aim of creating a theory that accounts for their problems and act ...
本研究是关于从教育提供者的角度引入国际评分方案，目的是创建一个理论来解释他们的问题和行动。
{"title":"Adaptation and Adjustment: A Theory of the Introduction of International Grading Schemes in Higher Education","authors":"Kent Löfgren","doi":"10.1080/03797720701840682","DOIUrl":"https://doi.org/10.1080/03797720701840682","url":null,"abstract":"This study is about the introduction of an international grading scheme from the perspective of the educational providers, with the aim of creating a theory that accounts for their problems and act ...","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131293151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-07-01DOI: 10.1080/03797720701840625
Daniel A. Glaser-Segura, Suzanne Mudge, C. Bratianu, I. Jianu, Sorin Vâlcea
This study frames the quality transition of Romanian business education embracing the role of students as clients and customers. In the first part of the study, responses from ninety‐four fourth‐year Romanian students provided a statistically significant gap between the level of importance of business competences and their level of preparation. The second part used content analysis to establish four major improvement themes: 1) new course specification; 2) pedagogical modification using practical applications; 3) course delivery improvement; and 4) university‐directed field experiences. The findings support the notion that Romanian students provide reliable and unique assessments of their education.
{"title":"Quality Improvement of Business Education in Romanian Universities: The Student as Customer and Client","authors":"Daniel A. Glaser-Segura, Suzanne Mudge, C. Bratianu, I. Jianu, Sorin Vâlcea","doi":"10.1080/03797720701840625","DOIUrl":"https://doi.org/10.1080/03797720701840625","url":null,"abstract":"This study frames the quality transition of Romanian business education embracing the role of students as clients and customers. In the first part of the study, responses from ninety‐four fourth‐year Romanian students provided a statistically significant gap between the level of importance of business competences and their level of preparation. The second part used content analysis to establish four major improvement themes: 1) new course specification; 2) pedagogical modification using practical applications; 3) course delivery improvement; and 4) university‐directed field experiences. The findings support the notion that Romanian students provide reliable and unique assessments of their education.","PeriodicalId":294207,"journal":{"name":"Higher Education in Europe","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123868264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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