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Retiring Editorial Board Members 退休编辑委员会成员
IF 1.4 Q2 Social Sciences Pub Date : 2022-01-02 DOI: 10.1080/13538322.2022.2030529
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引用次数: 0
Performance data governance and management of learning and teaching in higher education: the SQELT project 高等教育学与教绩效数据治理与管理:SQELT项目
IF 1.4 Q2 Social Sciences Pub Date : 2022-01-02 DOI: 10.1080/13538322.2021.1951438
T. Leiber
This special issue of Quality in Higher Education is dedicated to the theme of Performance Data Governance and Management (PDGM) of Learning and Teaching in Higher Education. The seven articles deal with the achievements, success and desiderata of PDGM at six European universities from Austria, Belgium, Italy, Poland, Portugal and the United Kingdom and beyond. The articles arose from work done in the Erasmus+ project SQELT (Sustainable Quality Enhancement in Higher Education Learning and Teaching) that gathered ten institutional partners from nine European countries in a Strategic Partnership (SQELT, 2020). More specifically, the authors of the special issue came from eight European universities, an evaluation and quality assurance agency and a policy research centre. The SQELT project investigated PDGM in learning and teaching of higher education including its policy and core elements, for example a PDGM policy, an ethical code of practice for data analytics and a comprehensive performance indicator set. These and further relevant elements are not per se completely novel. However, at many higher education organisational places they are still often not fully known or only present in rudimentary ways related to pronounced island approaches in PDGM, which are not exactly a proof of systematic organisational effectivity and efficiency. Therefore, it was the intention of the SQELT project to produce, as far as possible with such limited resources, a systematic and integrated approach to PDGM matters that should support the universities of the partnership as well as any other interested university to improve their PDGM systems. In the light of notorious success factors of quality management and evidence-informed organisational development in higher education institutions (Leiber, 2019b, 332ff.), benchlearning and strategic SWOT analyses related to the SQELT university project partners’ actual PDGM approaches exhibited the need of several initiatives of evidence-informed organisational development to further develop, improve and refine their PDGM models. Particularly, the sample PDGM models showed the following four main organisational transformation needs. First, procedures of data processing and communication, software platforms and responsible bodies for collecting and interpreting performance indicators must be further developed to improve quality as well as usability and
本期《高等教育质量》特刊致力于探讨高等教育学与教的绩效数据治理与管理(PDGM)这一主题。这七篇文章涉及了PDGM在奥地利、比利时、意大利、波兰、葡萄牙和英国等六所欧洲大学的成就、成功和期望。这些文章源于Erasmus+项目SQELT(高等教育学习和教学的可持续质量提高)所做的工作,该项目聚集了来自9个欧洲国家的10个机构合作伙伴,建立了战略伙伴关系(SQELT, 2020)。更具体地说,这期特刊的作者来自8所欧洲大学、一个评估和质量保证机构以及一个政策研究中心。SQELT项目调查了PDGM在高等教育学习和教学中的作用,包括其政策和核心要素,例如PDGM政策、数据分析的道德规范和综合绩效指标集。这些和进一步相关的元素本身并不是完全新颖的。然而,在许多高等教育机构中,它们仍然经常不被完全了解,或者只是以与PDGM中明显的孤岛方法相关的基本方式存在,这并不能完全证明系统的组织有效性和效率。因此,SQELT项目的目的是尽可能利用有限的资源,为PDGM事务提供系统和综合的方法,以支持合作伙伴关系的大学以及任何其他感兴趣的大学改进其PDGM系统。鉴于高等教育机构中质量管理和循证组织发展的臭名昭著的成功因素(Leiber, 2019b, 332ff.),与SQELT大学项目合作伙伴的实际PDGM方法相关的基准学习和战略SWOT分析表明,需要一些循证组织发展的举措来进一步发展、改进和完善他们的PDGM模型。特别是,样本PDGM模型显示了以下四个主要的组织转型需求。首先,必须进一步制定数据处理和通信程序、软件平台和收集和解释绩效指标的负责机构,以提高质量和可用性
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引用次数: 1
Performance governance and management in higher education revisited: international developments and perspectives 高等教育绩效治理与管理:国际发展与展望
IF 1.4 Q2 Social Sciences Pub Date : 2022-01-02 DOI: 10.1080/13538322.2021.1951457
J. Huisman, B. Stensaker
ABSTRACT The article identifies current trends with respect to the governance and management of institutional performance in higher education institutions and discusses how recent developments in this area can be interpreted. It is argued that performance governance is changing with respect to the way performances are documented, measured and disseminated. It is argued that meaning creation and the relationship between institutional achievements and their significance for current societal challenges are becoming more focal. The article showcases recent policy initiatives and practices with respect to performance and accountability. The article ends by highlighting possible implications for institutional management and leadership.
本文确定了高等教育机构绩效治理和管理的当前趋势,并讨论了如何解释这一领域的最新发展。有人认为,绩效治理在记录、衡量和传播绩效的方式方面正在发生变化。本文认为,意义创造以及制度成就与其对当前社会挑战的重要性之间的关系正变得越来越受关注。本文展示了有关绩效和问责制的最新政策举措和实践。文章最后强调了对机构管理和领导的可能影响。
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引用次数: 6
Innovation, professionalisation and evaluation: implications for quality management in higher education 创新、专业化和评估:高等教育质量管理的启示
IF 1.4 Q2 Social Sciences Pub Date : 2022-01-02 DOI: 10.1080/13538322.2021.1951452
P. Pohlenz
ABSTRACT At first sight, discussing the relevance of innovation, professionalisation and evaluation for higher education quality management seems to be redundant. Universities can legitimately be expected to be innovation-friendly, to pursue professionalism in their approaches to teaching and to be appreciative towards an evidence-supported management practice that relies on sound evaluation research methods. At second sight however, things prove to be blurry. For instance, evaluation practice in the field of higher education, with its focus on predefined quality indicators can in the worst case impede teaching innovation that requires more openness and error-tolerance. The paper thus discusses innovation, professionalisation and evaluation as interrelated concepts that can in the best case contribute to an adaptive and agile quality management environment which is context sensitive and creates trust in the employed mechanisms and those who are in charge to perform them.
乍一看,讨论创新、专业化和评估对高等教育质量管理的相关性似乎是多余的。人们可以合理地期望大学对创新友好,在教学方法上追求专业化,并对基于可靠评估研究方法的循证管理实践表示赞赏。然而,再看一眼,事情就变得模糊了。例如,高等教育领域的评估实践,其重点是预定义的质量指标,在最坏的情况下会阻碍教学创新,这需要更多的开放性和容错性。因此,本文将创新、专业化和评估作为相互关联的概念进行了讨论,在最好的情况下,这些概念可以为适应性和敏捷的质量管理环境做出贡献,这种环境对上下文敏感,并在所采用的机制和负责执行它们的人之间建立信任。
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引用次数: 2
Performance indicators in higher education quality management of learning and teaching: lessons from a benchlearning exercise of six European universities 高等教育教学质量管理的绩效指标:来自六所欧洲大学的标杆学习
IF 1.4 Q2 Social Sciences Pub Date : 2022-01-02 DOI: 10.1080/13538322.2021.1951456
G. Barbato, Justyna Bugaj, David F. J. Campbell, R. Cerbino, Piotr Ciesielski, Agnieszka Feliks-Długosz, M. Milani, Attila Pausits
ABSTRACT The article presents results of an Erasmus+ project that aimed at suggesting a comprehensive performance indicator set for learning and teaching. Based on a benchlearning exercise among the six project universities, the article presents findings of an exploratory research on the assessment of the developed indicator set by members of four stakeholder groups (leadership, quality management staff, teachers, students). It emerges that learning and teaching quality should be assessed through a holistic approach, though some learning and teaching domains (competences and learning outcomes) appear more important for learning and teaching quality enhancement. Perception on the usefulness of the project’s performance indicator list varies considerably among different stakeholders, influenced by both external factors and consolidated internal practices. Moreover, findings highlight a modest awareness of how learning and teaching quality is assessed. The project results may be a diagnostic instrument or a strategic opportunity to complement existing institutional and national quality management systems in learning and teaching.
本文介绍了Erasmus+项目的结果,该项目旨在为学习和教学提供综合绩效指标集。基于六所项目大学的基准学习练习,本文介绍了四个利益相关者群体(领导,质量管理人员,教师,学生)成员对开发指标集的评估的探索性研究结果。尽管一些学习和教学领域(能力和学习成果)似乎对提高学习和教学质量更为重要,但应该通过整体方法来评估学习和教学质量。受外部因素和综合内部做法的影响,不同利益相关者对项目绩效指标清单有用性的看法差别很大。此外,调查结果还表明,人们对如何评估学习和教学质量的认识并不充分。项目结果可能是一种诊断工具或一个战略机会,以补充现有的机构和国家学习和教学质量管理系统。
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引用次数: 4
Challenges of accreditation in an African university: reflections from the Eduardo Mondlane University, in Mozambique 非洲大学认证的挑战:来自莫桑比克Eduardo Mondlane大学的思考
IF 1.4 Q2 Social Sciences Pub Date : 2021-12-21 DOI: 10.1080/13538322.2021.2010987
Nelson Casimiro Zavale
ABSTRACT As elsewhere in Africa, Mozambique established, during the 2000s, a national higher education quality assurance system to cope with the country’s rapid expansion of higher education. In 2014, the national quality assurance agency began the accreditation process. From 2015 to 2020, the Eduardo Mondlane University (UEM), the country’s oldest and largest public university, has accredited about 30 academic programmes. Based on UEM’s case and on reflection-in-action and reflection-on-action, this article examines the challenges of accreditation in Mozambique and in Africa. The reflection focuses on challenges related to the process and instruments, organisational setting, resources and policy and impact of accreditation. These challenges suggest that, alongside establishing quality assurance mechanisms in Africa, attention should also be paid to identifying and dealing with challenges constraining or facilitating implementation of these mechanisms, particularly if quality assurance systems are intended to improve the quality of institutions and make them accountable.
与非洲其他国家一样,莫桑比克在2000年代建立了国家高等教育质量保证体系,以应对该国高等教育的快速扩张。2014年,国家质量保证机构开始了认证程序。从2015年到2020年,Eduardo Mondlane大学(UEM),这个国家历史最悠久,规模最大的公立大学,已经认证了大约30个学术课程。基于UEM的案例以及行动反思和行动反思,本文探讨了莫桑比克和非洲认证面临的挑战。反思的重点是与过程和工具、组织设置、资源和政策以及认证影响相关的挑战。这些挑战表明,除了在非洲建立质量保证机制外,还应注意查明和处理限制或促进这些机制实施的挑战,特别是如果质量保证系统的目的是提高机构的质量并使它们负责任的话。
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引用次数: 1
‘We’re stubborn enough to create our own world’: how programme directors frame higher education quality in interdependence “我们足够固执地创造自己的世界”:项目主管如何在相互依存中构建高等教育质量
IF 1.4 Q2 Social Sciences Pub Date : 2021-12-19 DOI: 10.1080/13538322.2021.2008290
K. Weenink, N. Aarts, Sandra Jacobs
ABSTRACT Little is known about how the complex notion of higher education quality is understood and (strategically) handled by a specific group of key university actors: directors of educational programmes. A framing analysis of in-depth interviews was conducted to explore how bachelor-programme directors in Dutch social science departments understand and enact quality, while maintaining multiple commitments. The analysis revealed that directors share a non-problematic, understanding of quality as realising a good educational programme, programme. They enact different quality frames while upholding their programme and position but face issues in practice. Balancing different goals and interests is a recurrent strategy. The directors’ room for manoeuvre to enact their quality views, however, is position-dependent. Whereas some directors can play it out in any direction, others experience responsibility without power. Quality’s plasticity provides the flexibility to maintain the idea of improvement, even in limiting circumstances, while preventing structural changes at a more fundamental level.
关于高等教育质量这个复杂的概念是如何被一群关键的大学行为者——教育项目负责人理解和(战略性地)处理的,我们知之甚少。对深度访谈进行了框架分析,以探索荷兰社会科学部门的学士课程主任如何理解和制定质量,同时保持多重承诺。分析显示,董事们对质量的理解没有问题,认为质量就是实现一个好的教育项目。他们制定了不同的质量框架,同时坚持自己的计划和立场,但在实践中面临问题。平衡不同的目标和利益是一种反复出现的策略。然而,董事们实施其质量观点的回旋余地取决于职位。尽管一些董事可以在任何方向上发挥作用,但其他人却没有权力。质量的可塑性提供了保持改进思想的灵活性,即使在有限的情况下,同时在更基本的层面上防止结构变化。
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引用次数: 4
Benefits and challenges of cross-border quality assurance in higher education. A case study in engineering education in Europe 高等教育跨境质量保证的好处与挑战。欧洲工程教育的个案研究
IF 1.4 Q2 Social Sciences Pub Date : 2021-12-02 DOI: 10.1080/13538322.2021.2004984
Teresa Sánchez-Chaparro, B. Remaud, Víctor Gómez-Frías, Caty Duykaerts, A. Jolly
ABSTRACT Quality assurance in higher education has become a global activity. In the European Higher Education Area, cross-border quality assurance has been heavily encouraged by the European Commission. Behind this, lies the belief that encouraging competition among quality assurance bodies and introducing a liberal ‘market’ logic into the sector would result in a better overall quality of higher education. However, some critical voices have pinpointed possible risks of this practice. This calls for a better understanding of the actual implications of cross-border quality assurance. Using a purposely chosen case study, this article reflects on the risks and benefits of cross-border quality assurance in Europe. The case study involves the accreditation in the engineering sector in Belgium by a French accreditation agency, in partnership with a Belgian agency. Benefits and challenges of cross-border quality assurance are identified, as well as several key lessons for quality assurance bodies involved in this type of activity.
高等教育质量保证已成为一项全球性的活动。在欧洲高等教育区,欧盟委员会大力鼓励跨境质量保证。在这背后,他们相信鼓励各质素保证机构之间的竞争,并引入自由的“市场”逻辑,将会提高高等教育的整体质素。然而,一些批评的声音指出了这种做法可能存在的风险。这就要求更好地理解跨境质量保证的实际含义。本文通过一个有意选择的案例研究,反映了欧洲跨境质量保证的风险和收益。该案例研究涉及由一家法国认证机构与一家比利时机构合作对比利时工程部门进行认证。确定了跨境质量保证的好处和挑战,以及参与这类活动的质量保证机构的几个关键经验教训。
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引用次数: 4
The role of external quality assurance for student learning outcomes in Japan: evaluation of evidence between bureaucracy and peer reviews 日本学生学习成果的外部质量保证的作用:官僚主义和同行评议之间的证据评价
IF 1.4 Q2 Social Sciences Pub Date : 2021-11-08 DOI: 10.1080/13538322.2021.1986252
Ayaka Noda
ABSTRACT This study examines the roles and challenges of external quality assurance in reviewing learning outcome assessments of Japanese universities. Following criticism that Japan has overly relied on the difficulty of entrance examination as a quality metric for a given institution, rather than graduates’ competencies, there is more pressure for transparency in higher education. Recognising the shift from the old dichotomy to a new ‘trinity’ (accountability, improvement and transparency), Japanese accreditation has pushed universities to define, assess and improve learning outcomes. Applying the double logic of quality assurance (bureaucracy and peer review) and employing interviews with key quality assurance agency personnel, this study shows peer reviewers’ professional judgment as qualitative, contextual and even philosophical, thus helping enhance a university’s uniqueness and diversity while maintaining objectivity and equity. Furthermore, accreditation needs to cultivate a ‘culture of evidence’ in universities to capture their initiatives and make such efforts empirically meaningful.
摘要:本研究探讨了外部质量保证在审查日本大学学习成果评估中的作用和挑战。有批评称,日本过度依赖入学考试的难度,而不是毕业生的能力,以此作为衡量某一院校质量的标准,因此,高等教育的透明度面临着更大的压力。认识到从旧的二分法到新的“三位一体”(问责制、改进和透明度)的转变,日本的认证推动了大学定义、评估和改善学习成果。本研究运用质量保证的双重逻辑(官僚制和同行评议),并通过对质量保证机构主要人员的访谈,揭示了同行评议的专业判断是定性的、情境的,甚至是哲学的,从而有助于在保持客观性和公平性的同时增强大学的独特性和多样性。此外,认证需要在大学中培养一种“证据文化”,以捕捉它们的主动性,并使这些努力具有经验意义。
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引用次数: 1
Sustainability of transnational education: learning from Asia and the Gulf cooperation council 跨国教育的可持续性:向亚洲及海湾合作委员会学习
IF 1.4 Q2 Social Sciences Pub Date : 2021-11-08 DOI: 10.1080/13538322.2021.1987889
Christopher Hill, F. C. B. Lim
ABSTRACT This article evaluates the sustainability of transnational higher education (TNE). It examines recent TNE activity in two major global hubs, identifies patterns and provides analysis regarding the next phase of TNE development, as it relates to sustainability. The focus on TNE has shifted from growth to impact and legacy. Using this lens as a foundation for discussion, the central issue of educational value is examined through the link to capacity building and graduate employment. This article presents a document analysis and a review of literature, on selected reports on the development and impact of TNE in Asia and the Middle East, two of the major transnational education regions. The article contributes to the literature on TNE through the lens of sustainability, both from an operational perspective and the value of a degree for students, particularly when viewed post-graduation.
摘要本文对跨国高等教育的可持续性进行了评估。报告审查了最近在两个主要全球中心开展的TNE活动,确定了模式,并就与可持续性有关的TNE发展的下一阶段提供了分析。对TNE的关注已经从增长转向影响和遗产。以这一视角作为讨论的基础,通过与能力建设和毕业生就业的联系来考察教育价值的中心问题。本文对亚洲和中东这两个主要的跨国教育地区TNE的发展和影响进行了文献分析和文献综述。本文通过可持续性的视角,从操作角度和学位对学生的价值,特别是毕业后的角度,对TNE的文献做出了贡献。
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引用次数: 2
期刊
Quality in Higher Education
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