Pub Date : 2023-02-19DOI: 10.1080/13538322.2023.2173967
Hanne Poelmans, L. Sacchetti, Sadia Vancauwenbergh, S. Piazza
{"title":"Fuzzy data definitions distort fair comparability of universities in university rankings: results from Italy and Belgium on the Times Higher Education Ranking","authors":"Hanne Poelmans, L. Sacchetti, Sadia Vancauwenbergh, S. Piazza","doi":"10.1080/13538322.2023.2173967","DOIUrl":"https://doi.org/10.1080/13538322.2023.2173967","url":null,"abstract":"","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87617282","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 : 2023-02-01DOI: 10.1080/13538322.2022.2158518
C. Reddick, B. Ponomariov
{"title":"The effects of institutional factors on the return on investment of a university education in the United States of America","authors":"C. Reddick, B. Ponomariov","doi":"10.1080/13538322.2022.2158518","DOIUrl":"https://doi.org/10.1080/13538322.2022.2158518","url":null,"abstract":"","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85543669","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 : 2023-01-02DOI: 10.1080/13538322.2022.2100627
R. Barnett
Abstract The contemporary university has its place amid a world in total motion. The issue arises, then, as to what it is it to try to shape a university in the context of a world that lacks stability. The thesis argued here is twofold: (1) that the university should take seriously its entwinement with the world; indeed, with large eco-systems of the world; (2) that the instrumentality that is so prevalent in universities should be displaced by an ethic of collective care for the world. The logic of this double-thesis is plotted by examining the three matters of transdisciplinarity, leadership and quality. The article concludes by reflecting that university ‘design’ is a misnomer. Rather, universities can only be conjectured, imagined and ventured forth and with some delicacy.
{"title":"Only connect: designing university futures","authors":"R. Barnett","doi":"10.1080/13538322.2022.2100627","DOIUrl":"https://doi.org/10.1080/13538322.2022.2100627","url":null,"abstract":"Abstract The contemporary university has its place amid a world in total motion. The issue arises, then, as to what it is it to try to shape a university in the context of a world that lacks stability. The thesis argued here is twofold: (1) that the university should take seriously its entwinement with the world; indeed, with large eco-systems of the world; (2) that the instrumentality that is so prevalent in universities should be displaced by an ethic of collective care for the world. The logic of this double-thesis is plotted by examining the three matters of transdisciplinarity, leadership and quality. The article concludes by reflecting that university ‘design’ is a misnomer. Rather, universities can only be conjectured, imagined and ventured forth and with some delicacy.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73854913","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 : 2023-01-02DOI: 10.1080/13538322.2022.2121457
L. Vardanyan, N. Safaryan, Tatevik Movsisyan
Abstract This article is an attempt to present the benefits and challenges of English medium instruction (EMI) and its implementation in Armenian higher education institutions. Through statistically reliable and significant findings of the surveys conducted within the framework of Erasmus + SMARTI Project a qualitative and quantitative analysis has been carried out to identify the gaps existing in the mode of delivery and methodology of EMI and offer ways of bridging that gap. The article highlights the perceived benefits of EMI that include, but are not limited to, boosting internationalisation and quality assurance in Armenian higher education institutions through revising institutional policies, mechanisms and tools in line with Tuning Methodology from a student-centred and labour-market-demand perspective on both national and international levels. To attain these ambitious goals, the article offers step-by-step solutions to a plethora of obstacles and issues that Armenian higher education institutions currently encounter.
{"title":"On some issues about English medium instruction in Armenian higher education institutions: based on the desk and field study of the Erasmus + SMARTI Project","authors":"L. Vardanyan, N. Safaryan, Tatevik Movsisyan","doi":"10.1080/13538322.2022.2121457","DOIUrl":"https://doi.org/10.1080/13538322.2022.2121457","url":null,"abstract":"Abstract This article is an attempt to present the benefits and challenges of English medium instruction (EMI) and its implementation in Armenian higher education institutions. Through statistically reliable and significant findings of the surveys conducted within the framework of Erasmus + SMARTI Project a qualitative and quantitative analysis has been carried out to identify the gaps existing in the mode of delivery and methodology of EMI and offer ways of bridging that gap. The article highlights the perceived benefits of EMI that include, but are not limited to, boosting internationalisation and quality assurance in Armenian higher education institutions through revising institutional policies, mechanisms and tools in line with Tuning Methodology from a student-centred and labour-market-demand perspective on both national and international levels. To attain these ambitious goals, the article offers step-by-step solutions to a plethora of obstacles and issues that Armenian higher education institutions currently encounter.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74874932","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 : 2023-01-02DOI: 10.1080/13538322.2022.2100599
A. Oleksiyenko
Abstract The Soviet legacy has kept Georgian universities relegated to a peripheral status regionally and globally. In the post-Soviet era, some Georgian intellectuals sought opportunities to enhance creativity, openness and international collaboration at their universities for European Union integration; however, others nurtured nostalgia for unchallenged authority and hierarchy within the bounds of a tightly controlled and insular academia. These two forces give rise to important questions about the agency of professors in effecting change that would enhance local engagement with the European and global networks of science and development. This article presents insights from seasoned Georgian professors, who share their experience of the Soviet legacy and struggles in creating an open and innovative academic profession in independent Georgia. The research engages the concept of de-Sovietisation as a transformational strategy and examines the challenges of using this strategy to enhance academic engagement in the global domains of knowledge-making.
{"title":"De-Sovietisation of Georgian higher education: deconstructing unfreedom","authors":"A. Oleksiyenko","doi":"10.1080/13538322.2022.2100599","DOIUrl":"https://doi.org/10.1080/13538322.2022.2100599","url":null,"abstract":"Abstract The Soviet legacy has kept Georgian universities relegated to a peripheral status regionally and globally. In the post-Soviet era, some Georgian intellectuals sought opportunities to enhance creativity, openness and international collaboration at their universities for European Union integration; however, others nurtured nostalgia for unchallenged authority and hierarchy within the bounds of a tightly controlled and insular academia. These two forces give rise to important questions about the agency of professors in effecting change that would enhance local engagement with the European and global networks of science and development. This article presents insights from seasoned Georgian professors, who share their experience of the Soviet legacy and struggles in creating an open and innovative academic profession in independent Georgia. The research engages the concept of de-Sovietisation as a transformational strategy and examines the challenges of using this strategy to enhance academic engagement in the global domains of knowledge-making.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86808264","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 : 2023-01-02DOI: 10.1080/13538322.2022.2100606
A. Ilyasov, S. Imanova, Addin Mushtagov, Zulfiyya Sadigova
Abstract Today, one of the long-term development goals of Azerbaijan is to train competitive human capital in higher education in the 21st century in accordance with the modern requirements of the labour market. In this context, the modernisation of the quality assurance system in higher education in Azerbaijan is one of the priority issues. The article analyses the issues of quality assurance in the legal framework of Azerbaijan, the Standards and Guidelines for Quality Assurance in the European Higher Education Area and current legislation and makes relevant recommendations to improve regulations. The modernisation of quality assurance at foreign universities is one of the current focus areas. In order to transform university graduates into internationally competitive human capital, to eliminate the difference between the professional qualifications offered by universities and the specialisations sought, the article offers theoretical and practical suggestions to universities to modernise quality assurance.
{"title":"Modernization of quality assurance system in higher education of Azerbaijan","authors":"A. Ilyasov, S. Imanova, Addin Mushtagov, Zulfiyya Sadigova","doi":"10.1080/13538322.2022.2100606","DOIUrl":"https://doi.org/10.1080/13538322.2022.2100606","url":null,"abstract":"Abstract Today, one of the long-term development goals of Azerbaijan is to train competitive human capital in higher education in the 21st century in accordance with the modern requirements of the labour market. In this context, the modernisation of the quality assurance system in higher education in Azerbaijan is one of the priority issues. The article analyses the issues of quality assurance in the legal framework of Azerbaijan, the Standards and Guidelines for Quality Assurance in the European Higher Education Area and current legislation and makes relevant recommendations to improve regulations. The modernisation of quality assurance at foreign universities is one of the current focus areas. In order to transform university graduates into internationally competitive human capital, to eliminate the difference between the professional qualifications offered by universities and the specialisations sought, the article offers theoretical and practical suggestions to universities to modernise quality assurance.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86865648","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 : 2023-01-02DOI: 10.1080/13538322.2022.2100624
G. Tavadze
Abstract This article explores the notion of the responsibility of the university in the global context and attempts to link it to the concept of quality broadly conceived. Specifically, it is argued that there are certain similarities between the discourses of philosophy of higher education (global responsibility of the university) and political philosophy (global justice). It is argued that it is possible to apply David Miller’s notion of remedial responsibility to universities. Based on this, the article offers a dynamic model of university responsibility derived from Georgian higher education reality, which offers promise for improving the quality of university life (understood as an overall betterment of quality of well-being of the students, the teaching and administrative staff). It is suggested that such an approach provides the basis for the richer, thick concept of quality against the thinner one, which only focuses on measuring outcomes and economic efficiency.
{"title":"From the thin concept of quality to the thick one: remedial responsibilities of the universities","authors":"G. Tavadze","doi":"10.1080/13538322.2022.2100624","DOIUrl":"https://doi.org/10.1080/13538322.2022.2100624","url":null,"abstract":"Abstract This article explores the notion of the responsibility of the university in the global context and attempts to link it to the concept of quality broadly conceived. Specifically, it is argued that there are certain similarities between the discourses of philosophy of higher education (global responsibility of the university) and political philosophy (global justice). It is argued that it is possible to apply David Miller’s notion of remedial responsibility to universities. Based on this, the article offers a dynamic model of university responsibility derived from Georgian higher education reality, which offers promise for improving the quality of university life (understood as an overall betterment of quality of well-being of the students, the teaching and administrative staff). It is suggested that such an approach provides the basis for the richer, thick concept of quality against the thinner one, which only focuses on measuring outcomes and economic efficiency.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77389625","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 : 2023-01-02DOI: 10.1080/13538322.2022.2122107
George Sharvashidze, I. Grdzelidze, D. Sikharulidze, T. Gabrichidze
Abstract Arrival of managerialism, call for accountability, efficiency and effectiveness marked a new era in higher education. With the growing demand for evidence-based and data-driven analysis of higher education institutions’ performance from internal and external stakeholders, universities are looking for ways to successfully implement performance indicator and benchmarks in management and quality assurance. Quality assurance is becoming more evidence-based, outcome-driven and focused on effectiveness. The article presents an analytical framework developed at Tbilisi State University that is based on indicators, software tool and metrics, intended to meet individual needs of the institution. The article adds to the debate about using indicators as the tool for evaluating university performance at different levels. Although many fear that it can lead to oversimplified quantitative evaluation, the article argues that indicators, best reflecting what should be measured, and how, can serve as the basis for the continuous quality enhancement at the university.
{"title":"Data-driven analysis for evidence-based decision making at universities: benchmarking, software tools and weighted indicators in quality assurance – analytical framework of Tbilisi State University","authors":"George Sharvashidze, I. Grdzelidze, D. Sikharulidze, T. Gabrichidze","doi":"10.1080/13538322.2022.2122107","DOIUrl":"https://doi.org/10.1080/13538322.2022.2122107","url":null,"abstract":"Abstract Arrival of managerialism, call for accountability, efficiency and effectiveness marked a new era in higher education. With the growing demand for evidence-based and data-driven analysis of higher education institutions’ performance from internal and external stakeholders, universities are looking for ways to successfully implement performance indicator and benchmarks in management and quality assurance. Quality assurance is becoming more evidence-based, outcome-driven and focused on effectiveness. The article presents an analytical framework developed at Tbilisi State University that is based on indicators, software tool and metrics, intended to meet individual needs of the institution. The article adds to the debate about using indicators as the tool for evaluating university performance at different levels. Although many fear that it can lead to oversimplified quantitative evaluation, the article argues that indicators, best reflecting what should be measured, and how, can serve as the basis for the continuous quality enhancement at the university.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85792284","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 : 2023-01-02DOI: 10.1080/13538322.2022.2100613
R. Isaeva, Razim Aliyev
Abstract A qualitative empirical study of how higher education actors in Azerbaijan conceptualise excellence in teaching and how they promote it at different levels. The findings provide an original insight into how the concept of excellence is understood in the higher education of Azerbaijan. Intriguingly, there is no definition of teaching excellence nor an equivalent of it in the Azerbaijani language, let alone an existing policy on framing its standards. Furthermore, both socio-economic and cultural contributors make educational contexts different, thus affecting the conceptualisation of the phenomenon in focus. The article’s key findings indicate several serious barriers to achieving excellence, mainly associated with the apparent lack of a practical framework for defining the standards of excellence in teaching, measuring these and establishing a resources-enhanced system that can allow for continuity of the process.
{"title":"Excellence in teaching at Azerbaijani universities: a conceptualisation","authors":"R. Isaeva, Razim Aliyev","doi":"10.1080/13538322.2022.2100613","DOIUrl":"https://doi.org/10.1080/13538322.2022.2100613","url":null,"abstract":"Abstract A qualitative empirical study of how higher education actors in Azerbaijan conceptualise excellence in teaching and how they promote it at different levels. The findings provide an original insight into how the concept of excellence is understood in the higher education of Azerbaijan. Intriguingly, there is no definition of teaching excellence nor an equivalent of it in the Azerbaijani language, let alone an existing policy on framing its standards. Furthermore, both socio-economic and cultural contributors make educational contexts different, thus affecting the conceptualisation of the phenomenon in focus. The article’s key findings indicate several serious barriers to achieving excellence, mainly associated with the apparent lack of a practical framework for defining the standards of excellence in teaching, measuring these and establishing a resources-enhanced system that can allow for continuity of the process.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81200878","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 : 2023-01-02DOI: 10.1080/13538322.2022.2100619
Tamar Chokoraia
Abstract The Georgian educational system was not familiar with the concept of plagiarism during the Soviet era. The purpose of the article is to study whether the mechanisms for plagiarism prevention in Georgian higher education institutions have been improved as a result of the application of new authorisation standards and international practices; it explores efforts made at the university level. The research has shown that universities have increased awareness of plagiarism, the Turnitin program was executed, syllabi were modified with the support of foreign partners and additional services supporting academic writing skills were introduced. The article discusses the pros and cons of the Turnitin program, as well as its challenges and limitations: it tackles severe cases of plagiarism but it is difficult to identify a more disguised form of plagiarism. The work reviews the new challenges and provides ways to address them in the form of recommendations.
{"title":"The problem of plagiarism in the process of establishing academic integrity culture at Georgian higher educational institutions","authors":"Tamar Chokoraia","doi":"10.1080/13538322.2022.2100619","DOIUrl":"https://doi.org/10.1080/13538322.2022.2100619","url":null,"abstract":"Abstract The Georgian educational system was not familiar with the concept of plagiarism during the Soviet era. The purpose of the article is to study whether the mechanisms for plagiarism prevention in Georgian higher education institutions have been improved as a result of the application of new authorisation standards and international practices; it explores efforts made at the university level. The research has shown that universities have increased awareness of plagiarism, the Turnitin program was executed, syllabi were modified with the support of foreign partners and additional services supporting academic writing skills were introduced. The article discusses the pros and cons of the Turnitin program, as well as its challenges and limitations: it tackles severe cases of plagiarism but it is difficult to identify a more disguised form of plagiarism. The work reviews the new challenges and provides ways to address them in the form of recommendations.","PeriodicalId":46354,"journal":{"name":"Quality in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85203094","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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