Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-3188-3.CH003
Julius N. Shanks
School leaders are faced with enormous responsibilities in addressing student achievement as directed by district, state, and federal mandates. There is a need for school leaders to structure and implement how to acquire, analyze, and commit action from identified gaps in student learning using assessment data. A major part of the process is establishing how teachers use student data to improve teaching and learning opportunities. When discussing school improvement measures and initiatives, one commonly refers to observations, feedback, and professional learning communities as its core components. This chapter provides a framework using a data-driven instructional system (DDIS) as a model for school improvement in establishing a school data culture that can improve student achievement.
{"title":"Establishing a Data Culture Using a Data-Driven Instructional System for School Improvement","authors":"Julius N. Shanks","doi":"10.4018/978-1-5225-3188-3.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-3188-3.CH003","url":null,"abstract":"School leaders are faced with enormous responsibilities in addressing student achievement as directed by district, state, and federal mandates. There is a need for school leaders to structure and implement how to acquire, analyze, and commit action from identified gaps in student learning using assessment data. A major part of the process is establishing how teachers use student data to improve teaching and learning opportunities. When discussing school improvement measures and initiatives, one commonly refers to observations, feedback, and professional learning communities as its core components. This chapter provides a framework using a data-driven instructional system (DDIS) as a model for school improvement in establishing a school data culture that can improve student achievement.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126106842","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 : 1900-01-01DOI: 10.4018/978-1-5225-2624-7.CH008
A. Manzoor
Today, open and distance-learning universities are regarded as a groundbreaking option to expand access to higher education. Economies of scale supported by a large number of enrolments have fueled the growth of open and distance learning institutions (ODLIs) across the globe. At the same time, many have raised serious concerns about the quality of education provided by ODLIs. This chapter presents a comparative case analysis of quality assurance (QA) programs in distance education at two large open and distance learning universities in Pakistan. The study explored QA policies and their implementation in the context of management practices and structures and internal and external environmental factors.
{"title":"Quality Assurance in Open and Distance Learning","authors":"A. Manzoor","doi":"10.4018/978-1-5225-2624-7.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-2624-7.CH008","url":null,"abstract":"Today, open and distance-learning universities are regarded as a groundbreaking option to expand access to higher education. Economies of scale supported by a large number of enrolments have fueled the growth of open and distance learning institutions (ODLIs) across the globe. At the same time, many have raised serious concerns about the quality of education provided by ODLIs. This chapter presents a comparative case analysis of quality assurance (QA) programs in distance education at two large open and distance learning universities in Pakistan. The study explored QA policies and their implementation in the context of management practices and structures and internal and external environmental factors.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127362844","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 : 1900-01-01DOI: 10.4018/978-1-7998-3438-0.ch036
P. Okebukola
The world over, there is a love-hate perspective to university ranking. It is applause when the university is well ranked and rejection when not so favoured. The group with positive disposition to ranking (“rankingphilic”) is quick to cite its ranks on websites and annual reports. The negatively disposed (“rankingphobic”), on the other hand denounces the methodology and emerging league tables. This chapter reviewed developments in higher education ranking/rating in Africa with special focus on Nigeria and the African Quality Rating Mechanism. It addressed accountability issues and the uses to which ranking/rating should be put in bolstering the quality of the higher education system in the region. It presents the findings of an Africa regional study which addressed two questions: What is the perception of African scholars, university managers and students on ranking? What are the arguments in favour or against ranking by stakeholders in the university community in Africa? It concludes with several future scenarios on ranking/rating in the region.
{"title":"University Rankingphilia and Phobia","authors":"P. Okebukola","doi":"10.4018/978-1-7998-3438-0.ch036","DOIUrl":"https://doi.org/10.4018/978-1-7998-3438-0.ch036","url":null,"abstract":"The world over, there is a love-hate perspective to university ranking. It is applause when the university is well ranked and rejection when not so favoured. The group with positive disposition to ranking (“rankingphilic”) is quick to cite its ranks on websites and annual reports. The negatively disposed (“rankingphobic”), on the other hand denounces the methodology and emerging league tables. This chapter reviewed developments in higher education ranking/rating in Africa with special focus on Nigeria and the African Quality Rating Mechanism. It addressed accountability issues and the uses to which ranking/rating should be put in bolstering the quality of the higher education system in the region. It presents the findings of an Africa regional study which addressed two questions: What is the perception of African scholars, university managers and students on ranking? What are the arguments in favour or against ranking by stakeholders in the university community in Africa? It concludes with several future scenarios on ranking/rating in the region.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"439 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122888795","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 : 1900-01-01DOI: 10.4018/978-1-5225-0024-7.CH009
P. Renna, Carmen Izzo, Tiziana Romaniello
In recent years, most universities are facing with the problem of quality management in higher-education systems and institutions. The Countries that have signed the Bologna Declaration are enforced to implement an internal system for quality assurance. One of the key element of a quality management system is the process modelling with delineation of responsibility, authority, procedures and plans. This chapter describes the use of the Business Process Management to support the higher Education Management System at University of Basilicata. The case study developed concerns the following steps: visualizing, measuring, analysing by a simulation environment, and improving the management system. The original contribution of the research concerns the development of a simulation environment using BIZAGI modeller based on BPMN notation in order to analyse and improve the performance of the case study investigated. Moreover, the use of a software based on BPMN can improve quality (error rate reduction), efficiency (saving of time) and agility (implementation of processes of changes).
{"title":"The Business Process Management Systems to Support Continuous Improvements","authors":"P. Renna, Carmen Izzo, Tiziana Romaniello","doi":"10.4018/978-1-5225-0024-7.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-0024-7.CH009","url":null,"abstract":"In recent years, most universities are facing with the problem of quality management in higher-education systems and institutions. The Countries that have signed the Bologna Declaration are enforced to implement an internal system for quality assurance. One of the key element of a quality management system is the process modelling with delineation of responsibility, authority, procedures and plans. This chapter describes the use of the Business Process Management to support the higher Education Management System at University of Basilicata. The case study developed concerns the following steps: visualizing, measuring, analysing by a simulation environment, and improving the management system. The original contribution of the research concerns the development of a simulation environment using BIZAGI modeller based on BPMN notation in order to analyse and improve the performance of the case study investigated. Moreover, the use of a software based on BPMN can improve quality (error rate reduction), efficiency (saving of time) and agility (implementation of processes of changes).","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114932030","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 : 1900-01-01DOI: 10.4018/978-1-5225-9108-5.CH009
S. Eakins
This chapter discusses the social inequalities in school choice and the racial disparities of college access. Utilizing the theories of social capital and social inclusion, the author provides a conceptual framework for developing a college-going school culture in charter schools. Through this lens, the author considers that the level of school support needs to be equitable to the varying stages of self-efficacy, academic behaviors, and post-secondary aspirations that students enter school with. The author suggests the importance of the RECIPE (rigorous curriculum, expectations, collegiality, interconnection, parental engagement, and exposure) to prepare African American students for college.
{"title":"A School Model for Developing Access to Higher Education for African American","authors":"S. Eakins","doi":"10.4018/978-1-5225-9108-5.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-9108-5.CH009","url":null,"abstract":"This chapter discusses the social inequalities in school choice and the racial disparities of college access. Utilizing the theories of social capital and social inclusion, the author provides a conceptual framework for developing a college-going school culture in charter schools. Through this lens, the author considers that the level of school support needs to be equitable to the varying stages of self-efficacy, academic behaviors, and post-secondary aspirations that students enter school with. The author suggests the importance of the RECIPE (rigorous curriculum, expectations, collegiality, interconnection, parental engagement, and exposure) to prepare African American students for college.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124048389","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 : 1900-01-01DOI: 10.4018/978-1-5225-4972-7.CH013
J. Branch
The internationalization of higher education is as old as the university itself. Recently, however, there has been a growing interest in transnational higher education, a specific form of internationalization that considers education as a product which can be packaged and sold abroad. The purpose of this chapter is to review the phenomenon of transnational higher education. More specifically, it aims to 1) define transnational higher education, situating it within globalization and the internationalization of higher education, 2) enumerate the various perspectives on transnational higher education, and 3) provide guidelines for the appropriate conduct of transnational higher education.
{"title":"A Review of Transnational Higher Education","authors":"J. Branch","doi":"10.4018/978-1-5225-4972-7.CH013","DOIUrl":"https://doi.org/10.4018/978-1-5225-4972-7.CH013","url":null,"abstract":"The internationalization of higher education is as old as the university itself. Recently, however, there has been a growing interest in transnational higher education, a specific form of internationalization that considers education as a product which can be packaged and sold abroad. The purpose of this chapter is to review the phenomenon of transnational higher education. More specifically, it aims to 1) define transnational higher education, situating it within globalization and the internationalization of higher education, 2) enumerate the various perspectives on transnational higher education, and 3) provide guidelines for the appropriate conduct of transnational higher education.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"56 3-4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116591127","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 : 1900-01-01DOI: 10.4018/978-1-7998-3438-0.ch026
M. Spruit, Tiffany Adriana
This research assesses the education quality factors in secondary schools using a business intelligence approach. We operationalize each layer of the business intelligence framework to identify the stakeholders and components relevant to education quality. The resulting Education Quality Indicator (EQI) framework consists of seven Critical Success Factors (CSFs) and is measured through twenty-eight Key Performance Indicators (KPIs). The EQI framework was evaluated through expert interviews and a survey, and uncovers that the most important factor in assuring education quality is a teacher's ability to communicate with students. Furthermore, a feasibility analysis was conducted in a Dutch student monitoring information system. The results pave the way towards attainable and data-driven innovation in secondary education towards personalized student and teacher performance management using business intelligence technologies, which may ultimately integrate a wide variety of data sources from environmental sensors to wearables to optimally understand each individual student and teacher.
{"title":"Business Intelligence in Secondary Education","authors":"M. Spruit, Tiffany Adriana","doi":"10.4018/978-1-7998-3438-0.ch026","DOIUrl":"https://doi.org/10.4018/978-1-7998-3438-0.ch026","url":null,"abstract":"This research assesses the education quality factors in secondary schools using a business intelligence approach. We operationalize each layer of the business intelligence framework to identify the stakeholders and components relevant to education quality. The resulting Education Quality Indicator (EQI) framework consists of seven Critical Success Factors (CSFs) and is measured through twenty-eight Key Performance Indicators (KPIs). The EQI framework was evaluated through expert interviews and a survey, and uncovers that the most important factor in assuring education quality is a teacher's ability to communicate with students. Furthermore, a feasibility analysis was conducted in a Dutch student monitoring information system. The results pave the way towards attainable and data-driven innovation in secondary education towards personalized student and teacher performance management using business intelligence technologies, which may ultimately integrate a wide variety of data sources from environmental sensors to wearables to optimally understand each individual student and teacher.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123701062","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 : 1900-01-01DOI: 10.4018/978-1-7998-3438-0.ch025
N. Ololube, E. T. Ingiabuna, U. J. Dudafa
Making decisions is the most important task of university leaders or managers and it is often the most difficult task. This chapter offers a step-by-step decision-making procedure for solving complex problems. It outlines the concept of decision-making and processes for both public and private decision-making agendas, using different decision criteria and different types of information. This chapter also describes barriers to effective decision making and decisions that must be made in conditions of certainty and uncertainty. Using a descriptive and suggestive research design, multiple statistical procedures; the results revealed that the types, styles and barrier to decision making processes are significantly related to the poor quality management of higher education in Nigeria? It is therefore imperative that institutional leaders are thoughtful and precise decision makers. This study recommends that the process of decision making ought not to be reactionary, but systematically planned and swift as well as planning for the unanticipated and unintentional situations as they arise.
{"title":"Effective Decision Making for Knowledge Development in Higher Education","authors":"N. Ololube, E. T. Ingiabuna, U. J. Dudafa","doi":"10.4018/978-1-7998-3438-0.ch025","DOIUrl":"https://doi.org/10.4018/978-1-7998-3438-0.ch025","url":null,"abstract":"Making decisions is the most important task of university leaders or managers and it is often the most difficult task. This chapter offers a step-by-step decision-making procedure for solving complex problems. It outlines the concept of decision-making and processes for both public and private decision-making agendas, using different decision criteria and different types of information. This chapter also describes barriers to effective decision making and decisions that must be made in conditions of certainty and uncertainty. Using a descriptive and suggestive research design, multiple statistical procedures; the results revealed that the types, styles and barrier to decision making processes are significantly related to the poor quality management of higher education in Nigeria? It is therefore imperative that institutional leaders are thoughtful and precise decision makers. This study recommends that the process of decision making ought not to be reactionary, but systematically planned and swift as well as planning for the unanticipated and unintentional situations as they arise.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"35 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120900150","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 : 1900-01-01DOI: 10.4018/978-1-7998-3438-0.ch033
Margaret W. Njeru
Today's knowledge-based economy requires that nations equip their citizens with appropriate skills, and a demand for university education has continued to soar. In much of Sub-Saharan Africa, however, the rapid increase in university enrollments has not been matched with an expansion of the relevant infrastructure, resulting in among other things, overcrowded classrooms and inadequate libraries. On the other hand, there has been a robust growth in the sector of technology globally. This chapter examines the rapid expansion of university education in Kenya and its implications on quality, as well as possible contributions of the Smartphone to learning. Challenges aside, the author concludes that the Smartphone could be exploited to supplement learning as it enables the student to access academic and research materials from credible sources that are either on free-access or subscribed-for through their home university libraries. Samples from forty-nine responses from university students are included in the chapter.
{"title":"Mobile Open-Access Revolutionizing Learning Among University Students in Kenya","authors":"Margaret W. Njeru","doi":"10.4018/978-1-7998-3438-0.ch033","DOIUrl":"https://doi.org/10.4018/978-1-7998-3438-0.ch033","url":null,"abstract":"Today's knowledge-based economy requires that nations equip their citizens with appropriate skills, and a demand for university education has continued to soar. In much of Sub-Saharan Africa, however, the rapid increase in university enrollments has not been matched with an expansion of the relevant infrastructure, resulting in among other things, overcrowded classrooms and inadequate libraries. On the other hand, there has been a robust growth in the sector of technology globally. This chapter examines the rapid expansion of university education in Kenya and its implications on quality, as well as possible contributions of the Smartphone to learning. Challenges aside, the author concludes that the Smartphone could be exploited to supplement learning as it enables the student to access academic and research materials from credible sources that are either on free-access or subscribed-for through their home university libraries. Samples from forty-nine responses from university students are included in the chapter.","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120939052","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 : 1900-01-01DOI: 10.4018/978-1-5225-1700-9.CH003
Rinnelle Lee-Piggott
An influx of new principals having improved base-entry qualifications has raised some concerns about principal-school ‘fit' in Trinidad and Tobago. This chapter encompasses findings on three new principals' professional judgment in relation to their leadership and its impact on their schools, focusing on their school culture awareness. A multi-method case study approach is adopted. Findings suggest that the new principals' school culture awareness is indirectly associated with school change, having informed both what they attended to (their improvement foci) and how they did that (leadership practice and strategies).
{"title":"New Principals' School Culture Awareness and School Change","authors":"Rinnelle Lee-Piggott","doi":"10.4018/978-1-5225-1700-9.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-1700-9.CH003","url":null,"abstract":"An influx of new principals having improved base-entry qualifications has raised some concerns about principal-school ‘fit' in Trinidad and Tobago. This chapter encompasses findings on three new principals' professional judgment in relation to their leadership and its impact on their schools, focusing on their school culture awareness. A multi-method case study approach is adopted. Findings suggest that the new principals' school culture awareness is indirectly associated with school change, having informed both what they attended to (their improvement foci) and how they did that (leadership practice and strategies).","PeriodicalId":386068,"journal":{"name":"Research Anthology on Preparing School Administrators to Lead Quality Education Programs","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122711247","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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