Pub Date : 2022-07-01DOI: 10.1108/qae-03-2022-0072
Kasun Gomis, M. Saini, C. Pathirage, Mohammed Arif
Purpose The issues in the current Built Environment Higher Education (BEHE) curricula recognise a critical need for enhancing the quality of teaching. This paper aims to identify the need for a best practice in teaching within BEHE curricula and recommend a set of drivers to enhance the current teaching practices in the Built Environment (BE) education. The study focused on Section 1 of the National Student Survey (NSS) – Teaching on my course, with a core focus on improving student satisfaction, making the subject interesting, creating an intellectually stimulating environment and challenging learners. Design/methodology/approach The research method used in this study is the mixed method, a document analysis consisting of feedback from undergraduate students and a closed-ended questionnaire to the academics in the BEHE context. More than 375 student feedback were analysed to understand the teaching practices in BE and fed forward to developing the closed-ended questionnaire for 23 academics, including a Head of School, a Principal Lecturer, Subject Leads and Lecturers. The data was collected from Architecture, Construction Management, Civil Engineering, Quantity Surveying and Building surveying disciplines representing BE context. The data obtained from both instruments were analysed with content analysis to develop 24 drivers to enhance the quality of teaching. These drivers were then modelled using the interpretive structural modelling (ISM) method to identify their correlation and criticality to NSS Section 1 themes. Findings The study revealed 10 independent, 11 dependent and three autonomous drivers, facilitating the best teaching practices in BEHE. The study further recommends that the drivers be implemented as illustrated in the level partitioning diagrams under each NSS Section 1 to enhance the quality of teaching in BEHE. Practical implications The recommended set of drivers and the level partitioning can be set as a guideline for academics and other academic institutions to enhance the quality of teaching. This could be further used to improve student satisfaction and overall NSS results to increase the rankings of academic institutions. Originality/value New knowledge can be recognised with the ISM analysis and level partitioning diagrams of the recommended drivers to assist academics and academic institutions in developing the quality of teaching.
{"title":"Enhancing quality of teaching in the built environment higher education, UK","authors":"Kasun Gomis, M. Saini, C. Pathirage, Mohammed Arif","doi":"10.1108/qae-03-2022-0072","DOIUrl":"https://doi.org/10.1108/qae-03-2022-0072","url":null,"abstract":"\u0000Purpose\u0000The issues in the current Built Environment Higher Education (BEHE) curricula recognise a critical need for enhancing the quality of teaching. This paper aims to identify the need for a best practice in teaching within BEHE curricula and recommend a set of drivers to enhance the current teaching practices in the Built Environment (BE) education. The study focused on Section 1 of the National Student Survey (NSS) – Teaching on my course, with a core focus on improving student satisfaction, making the subject interesting, creating an intellectually stimulating environment and challenging learners.\u0000\u0000\u0000Design/methodology/approach\u0000The research method used in this study is the mixed method, a document analysis consisting of feedback from undergraduate students and a closed-ended questionnaire to the academics in the BEHE context. More than 375 student feedback were analysed to understand the teaching practices in BE and fed forward to developing the closed-ended questionnaire for 23 academics, including a Head of School, a Principal Lecturer, Subject Leads and Lecturers. The data was collected from Architecture, Construction Management, Civil Engineering, Quantity Surveying and Building surveying disciplines representing BE context. The data obtained from both instruments were analysed with content analysis to develop 24 drivers to enhance the quality of teaching. These drivers were then modelled using the interpretive structural modelling (ISM) method to identify their correlation and criticality to NSS Section 1 themes.\u0000\u0000\u0000Findings\u0000The study revealed 10 independent, 11 dependent and three autonomous drivers, facilitating the best teaching practices in BEHE. The study further recommends that the drivers be implemented as illustrated in the level partitioning diagrams under each NSS Section 1 to enhance the quality of teaching in BEHE.\u0000\u0000\u0000Practical implications\u0000The recommended set of drivers and the level partitioning can be set as a guideline for academics and other academic institutions to enhance the quality of teaching. This could be further used to improve student satisfaction and overall NSS results to increase the rankings of academic institutions.\u0000\u0000\u0000Originality/value\u0000New knowledge can be recognised with the ISM analysis and level partitioning diagrams of the recommended drivers to assist academics and academic institutions in developing the quality of teaching.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44265031","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 : 2022-06-22DOI: 10.1108/qae-11-2021-0181
Nil Paşaoğluları Şahin, Özlem Olgaç Türker
Purpose This study aims to explore ways of developing, implementing and validating a new framework and criteria for self-evaluation of programme curricula, with specific reference to the quality assurance certification process in a particular case. Design/methodology/approach The framework is developed using a case study research methodology and implemented based on criteria extraction through the triangulation of indicators achieved from internal goals and external directives. Findings The findings reveal that this is an improvement-led framework that can be adapted to other contexts during the quality assurance processes to facilitate periodical programme evaluations with a focus on the curriculum. Research limitations/implications The proposed practical tool is developed for the programme evaluation process with a curricular focus during the quality assurance certification process of an interior architectural programme while enlightening the processes for the periodical self-evaluations of other institutions. The framework depends on both institution-specific internal and external directives and fulfilling curriculum-related criteria of the European Standards and Guidelines for Quality Assurance. Originality/value Within quality assurance processes, despite external quality assurance mechanisms, there is a shortage of self-evaluation tools for internal quality assurance procedures, which allow the dissociation of programme-specific qualities. The proposed framework is developed as an example of a self-tailored internal quality assurance tool and process for educational institutions to reveal their unique qualities.
{"title":"A programme curricula evaluation framework as a pillar of internal quality assurance","authors":"Nil Paşaoğluları Şahin, Özlem Olgaç Türker","doi":"10.1108/qae-11-2021-0181","DOIUrl":"https://doi.org/10.1108/qae-11-2021-0181","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore ways of developing, implementing and validating a new framework and criteria for self-evaluation of programme curricula, with specific reference to the quality assurance certification process in a particular case.\u0000\u0000\u0000Design/methodology/approach\u0000The framework is developed using a case study research methodology and implemented based on criteria extraction through the triangulation of indicators achieved from internal goals and external directives.\u0000\u0000\u0000Findings\u0000The findings reveal that this is an improvement-led framework that can be adapted to other contexts during the quality assurance processes to facilitate periodical programme evaluations with a focus on the curriculum.\u0000\u0000\u0000Research limitations/implications\u0000The proposed practical tool is developed for the programme evaluation process with a curricular focus during the quality assurance certification process of an interior architectural programme while enlightening the processes for the periodical self-evaluations of other institutions. The framework depends on both institution-specific internal and external directives and fulfilling curriculum-related criteria of the European Standards and Guidelines for Quality Assurance.\u0000\u0000\u0000Originality/value\u0000Within quality assurance processes, despite external quality assurance mechanisms, there is a shortage of self-evaluation tools for internal quality assurance procedures, which allow the dissociation of programme-specific qualities. The proposed framework is developed as an example of a self-tailored internal quality assurance tool and process for educational institutions to reveal their unique qualities.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45578352","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 : 2022-06-20DOI: 10.1108/qae-03-2022-0054
S. Stephens
Purpose A diverse range of initiatives in relation to the recognition of prior learning (RPL) have been introduced in higher education systems over the past 20 years. This paper aims to explore the implementation of RPL initiatives, in an Irish context, and the implications for quality assurance in higher education. Design/methodology/approach A qualitative approach is adopted, to provide an enhanced understanding of the impact of RPL initiatives. Data is presented from interviews with key stakeholders: six academics, six coordinators and six learners who availed of RPL. Findings The introduction of RPL requires higher education institutions to adopt new approaches to the design and delivery of their programmes and also to review and revise quality assurance frameworks. This paper presents key insights across five over-arching themes (ambitions and outcomes; caution and suspicion; in the classroom; assessment and examinations; and life after university). Originality/value The introduction of RPL evokes a mixed reaction from stakeholders, and there is a range of differing experiences, leading to differences in attitudes and unintended impacts. This study provides insights both at an individual and institutional levels using experiential learning theory.
{"title":"Recognition of prior learning: implications for quality assurance in higher education","authors":"S. Stephens","doi":"10.1108/qae-03-2022-0054","DOIUrl":"https://doi.org/10.1108/qae-03-2022-0054","url":null,"abstract":"\u0000Purpose\u0000A diverse range of initiatives in relation to the recognition of prior learning (RPL) have been introduced in higher education systems over the past 20 years. This paper aims to explore the implementation of RPL initiatives, in an Irish context, and the implications for quality assurance in higher education.\u0000\u0000\u0000Design/methodology/approach\u0000A qualitative approach is adopted, to provide an enhanced understanding of the impact of RPL initiatives. Data is presented from interviews with key stakeholders: six academics, six coordinators and six learners who availed of RPL.\u0000\u0000\u0000Findings\u0000The introduction of RPL requires higher education institutions to adopt new approaches to the design and delivery of their programmes and also to review and revise quality assurance frameworks. This paper presents key insights across five over-arching themes (ambitions and outcomes; caution and suspicion; in the classroom; assessment and examinations; and life after university).\u0000\u0000\u0000Originality/value\u0000The introduction of RPL evokes a mixed reaction from stakeholders, and there is a range of differing experiences, leading to differences in attitudes and unintended impacts. This study provides insights both at an individual and institutional levels using experiential learning theory.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42973499","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 : 2022-06-20DOI: 10.1108/qae-01-2022-0008
J. Cavanaugh, S. Jacquemin, Christine R. Junker
Purpose This study aims to use self-reported publicly available student assessment data from the time period when there was an abrupt change in instructional method at the start of COVID-19 to assess potential for differences as a result of course delivery mode. Design/methodology/approach A general linear model using 837 student evaluations from 191 US public higher education institutions investigates the impact on student performance and how performance was related to a number of covariates, namely, online experience of instructor prior to shut downs, discipline of study and size of institution. Findings The analysis finds an overall grade point average (GPA) increase of 0.10 (out of 4.0) associated with the shift away from face-to-face instruction. In exploring potential covariates, only institutional size was significant in explaining this increase in GPA. This supports the notion that despite hardships inherent with the abrupt switch to online education across the country that student grades as a whole did not suffer. Research limitations/implications The source of data was self-reported. In addition, GPA is an imperfect measure of student learning. Despite this, because GPA is highly correlated with student satisfaction, retention and matriculation, it is relevant. Practical implications This study suggests that the rapid transition to online instruction did not negatively impact student performance and may have marginally increased these marks. These findings were cross-disciplinary and not influenced by the instructor’s prior online teaching experience. These findings support the idea that institutions and instructors should be more willing to use a variety of delivery modes going forward. Originality/value The data set used is uniquely large and varied in the number of institutions, professors, students and discipline. The COVID-19-induced transition from largely in-class instruction to mostly online or remote instruction allowed for a natural experiment that eliminates the sample selection problem associated with most other instructional method comparison studies.
{"title":"A look at student performance during the COVID-19 pandemic","authors":"J. Cavanaugh, S. Jacquemin, Christine R. Junker","doi":"10.1108/qae-01-2022-0008","DOIUrl":"https://doi.org/10.1108/qae-01-2022-0008","url":null,"abstract":"\u0000Purpose\u0000This study aims to use self-reported publicly available student assessment data from the time period when there was an abrupt change in instructional method at the start of COVID-19 to assess potential for differences as a result of course delivery mode.\u0000\u0000\u0000Design/methodology/approach\u0000A general linear model using 837 student evaluations from 191 US public higher education institutions investigates the impact on student performance and how performance was related to a number of covariates, namely, online experience of instructor prior to shut downs, discipline of study and size of institution.\u0000\u0000\u0000Findings\u0000The analysis finds an overall grade point average (GPA) increase of 0.10 (out of 4.0) associated with the shift away from face-to-face instruction. In exploring potential covariates, only institutional size was significant in explaining this increase in GPA. This supports the notion that despite hardships inherent with the abrupt switch to online education across the country that student grades as a whole did not suffer.\u0000\u0000\u0000Research limitations/implications\u0000The source of data was self-reported. In addition, GPA is an imperfect measure of student learning. Despite this, because GPA is highly correlated with student satisfaction, retention and matriculation, it is relevant.\u0000\u0000\u0000Practical implications\u0000This study suggests that the rapid transition to online instruction did not negatively impact student performance and may have marginally increased these marks. These findings were cross-disciplinary and not influenced by the instructor’s prior online teaching experience. These findings support the idea that institutions and instructors should be more willing to use a variety of delivery modes going forward.\u0000\u0000\u0000Originality/value\u0000The data set used is uniquely large and varied in the number of institutions, professors, students and discipline. The COVID-19-induced transition from largely in-class instruction to mostly online or remote instruction allowed for a natural experiment that eliminates the sample selection problem associated with most other instructional method comparison studies.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47659416","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 : 2022-06-14DOI: 10.1108/qae-01-2022-0023
A. Hoare, Catharine Dishke Hondzel, S. Wagner
Purpose Higher education institutions are required to evaluate program quality through cyclical program review processes. Despite often being considered the “gold standard” of academic review, there persists dissatisfaction with the lack of integration of program review findings into other planning processes, such as budgeting, assessment and strategic planning. As a result, the notion of program review action plans “collecting dust on the shelf” is so ubiquitous that the concept is normalized as an expected outcome. The purpose of this paper is to describe a conceptual model whereby teams of faculty members receive education and training from quality assurance practitioners and educational developers, access to institutional resources, opportunities for cross-departmental collaborations and collective advocacy to increase the capacity of faculty members to implement improvement goals resulting from program reviews. Design/methodology/approach The authors theorize that a professional learning community is a meaningful approach to program review and present a conceptual model – the Academic Program Review Learning Community (PRLC) – as an antidote to hierarchical, fragmented, compliance-oriented processes. The authors suggest that the PRLC offers a reliable institutional framework for learning through formalized structures and nested support services, including peer learning and external coaching, which can enhance the catalytic capacity of reviews. Findings The authors argue that postsecondary institutions should create formal structures for incorporating learning communities because, without a reliable infrastructure for collective learning, decision-making may be fragmented oridiosyncratic because of shifting demands, priorities or disconnected faculty. Originality/value A learning community model for program review fits well with a new way to think about program review because faculty are most engaged when they feel ownership over the process. Furthermore, few models exist for conducting program review; as a result, chairs and academics often struggle to conduct reviews without a coherent framework to draw upon.
{"title":"Forming an academic program review learning community: description of a conceptual model","authors":"A. Hoare, Catharine Dishke Hondzel, S. Wagner","doi":"10.1108/qae-01-2022-0023","DOIUrl":"https://doi.org/10.1108/qae-01-2022-0023","url":null,"abstract":"\u0000Purpose\u0000Higher education institutions are required to evaluate program quality through cyclical program review processes. Despite often being considered the “gold standard” of academic review, there persists dissatisfaction with the lack of integration of program review findings into other planning processes, such as budgeting, assessment and strategic planning. As a result, the notion of program review action plans “collecting dust on the shelf” is so ubiquitous that the concept is normalized as an expected outcome. The purpose of this paper is to describe a conceptual model whereby teams of faculty members receive education and training from quality assurance practitioners and educational developers, access to institutional resources, opportunities for cross-departmental collaborations and collective advocacy to increase the capacity of faculty members to implement improvement goals resulting from program reviews.\u0000\u0000\u0000Design/methodology/approach\u0000The authors theorize that a professional learning community is a meaningful approach to program review and present a conceptual model – the Academic Program Review Learning Community (PRLC) – as an antidote to hierarchical, fragmented, compliance-oriented processes. The authors suggest that the PRLC offers a reliable institutional framework for learning through formalized structures and nested support services, including peer learning and external coaching, which can enhance the catalytic capacity of reviews.\u0000\u0000\u0000Findings\u0000The authors argue that postsecondary institutions should create formal structures for incorporating learning communities because, without a reliable infrastructure for collective learning, decision-making may be fragmented oridiosyncratic because of shifting demands, priorities or disconnected faculty.\u0000\u0000\u0000Originality/value\u0000A learning community model for program review fits well with a new way to think about program review because faculty are most engaged when they feel ownership over the process. Furthermore, few models exist for conducting program review; as a result, chairs and academics often struggle to conduct reviews without a coherent framework to draw upon.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46511630","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 : 2022-06-06DOI: 10.1108/qae-02-2022-0032
Chinaza Solomon Ironsi
Purpose This paper asserts that while educational resources are times effective in teaching students how to write, the format in which they are delivered can influence results. With this in mind, this study aims to examine the effectiveness of using educational resources in a blended format. Design/methodology/approach This study used a mixed-method research design to elicit information from 70 participants recruited for this study. The researcher divided the participants into experimental and control groups where the researcher taught the control group writing skills in a hybrid learning environment without using educational resources while the experimental group used blended interactive educational resources. The researcher analyzed and interpreted the participants’ post-test scores and transcripts of the interviewees. Findings This study finds that blended interactive educational resources contribute significantly toward improving the students' writing skills; however, improvements were not found in all aspects of their writing. Originality/value This study unpacks the positive contributions of blended interactive educational resources in writing instruction. This study contributes to educational literature in showing that these resources may be effective in improving some aspects of writing text. This study adds to other corpora of studies that emphasize the importance of using educational resources for learning.
{"title":"Efficacy of blended interactive educational resources in improving writing skills in a hybrid learning environment","authors":"Chinaza Solomon Ironsi","doi":"10.1108/qae-02-2022-0032","DOIUrl":"https://doi.org/10.1108/qae-02-2022-0032","url":null,"abstract":"\u0000Purpose\u0000This paper asserts that while educational resources are times effective in teaching students how to write, the format in which they are delivered can influence results. With this in mind, this study aims to examine the effectiveness of using educational resources in a blended format.\u0000\u0000\u0000Design/methodology/approach\u0000This study used a mixed-method research design to elicit information from 70 participants recruited for this study. The researcher divided the participants into experimental and control groups where the researcher taught the control group writing skills in a hybrid learning environment without using educational resources while the experimental group used blended interactive educational resources. The researcher analyzed and interpreted the participants’ post-test scores and transcripts of the interviewees.\u0000\u0000\u0000Findings\u0000This study finds that blended interactive educational resources contribute significantly toward improving the students' writing skills; however, improvements were not found in all aspects of their writing.\u0000\u0000\u0000Originality/value\u0000This study unpacks the positive contributions of blended interactive educational resources in writing instruction. This study contributes to educational literature in showing that these resources may be effective in improving some aspects of writing text. This study adds to other corpora of studies that emphasize the importance of using educational resources for learning.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45926034","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 : 2022-06-06DOI: 10.1108/qae-11-2021-0180
A. S. Al-Harthi, Waheed Hammad, Fawzia Al-Seyabi, Noor Al-Najjar, Sulaiman M. Al-Balushi, M. Emam
Purpose The accreditation process of academic programs is being used more to recognize program quality and identify areas for improvement based on rigorous standards. This study aims to use the standards of the Council for Accreditation of Educator Preparation (CAEP) as a theoretical and analytical framework to examine the effectiveness and areas for improvement of the teacher education program at Sultan Qaboos University in Oman. Design/methodology/approach A multiple case-study design is used to investigate the cases of 16 novice program completers. Data is collected using nonparticipant observation and semistructured interviews with 48 key stakeholders: program completers, their educational supervisors and school principals. Findings Results show that, overall, the program is effective in preparing future teachers to enter the teaching profession, especially in the subject and pedagogical content knowledge, and that stakeholders are generally satisfied with the program. However, about a third believe the program lacks relevance to the responsibilities teachers face on the job and some “technical” skills needed in practice. Research limitations/implications First, the findings are limited by the small number of completers’ cases from one teacher education program. Therefore, the authors recommend that future studies should include larger samples of novice teachers graduating from different teacher education programs. Second, the study is limited by focusing only on stakeholders’ perspectives, and teacher observation through CAEP informed categories related to standards 1, 4 and 5. So future research can tell more to the story by uncovering other CAEP standards to provide a more comprehensive view. Practical implications The findings of this study are expected to contribute to the existing pool of knowledge on the utility of using international accreditation frameworks, not only as a means to measure the effectiveness of teacher education programs but also to develop such programs according to an internationally recognized set of quality standards. The results may also contribute to the discourse on whether the Madonlization of CAEP standards is a useless business for Arabic-speaking countries. Social implications As elsewhere in the Arab region, education has been placed at the core of the Oman 2040 vision, which prioritizes the improvement of educational outcomes as Oman’s gateway to becoming a developed country. Therefore, it has become clear that teacher education programs need to be subject to scrutiny to ensure that they produce highly qualified teachers. While reform initiatives have raised concerns about the quality of teacher performance in Omani schools, little attention has been given to the effectiveness of teacher education programs in the country. Originality/value These results are discussed through three main themes related to the role of teacher preparation programs in the Arab region from a standards-based perspect
{"title":"Evaluating the effectiveness of teacher education in Oman: a multiple case study of multiple stakeholders","authors":"A. S. Al-Harthi, Waheed Hammad, Fawzia Al-Seyabi, Noor Al-Najjar, Sulaiman M. Al-Balushi, M. Emam","doi":"10.1108/qae-11-2021-0180","DOIUrl":"https://doi.org/10.1108/qae-11-2021-0180","url":null,"abstract":"\u0000Purpose\u0000The accreditation process of academic programs is being used more to recognize program quality and identify areas for improvement based on rigorous standards. This study aims to use the standards of the Council for Accreditation of Educator Preparation (CAEP) as a theoretical and analytical framework to examine the effectiveness and areas for improvement of the teacher education program at Sultan Qaboos University in Oman.\u0000\u0000\u0000Design/methodology/approach\u0000A multiple case-study design is used to investigate the cases of 16 novice program completers. Data is collected using nonparticipant observation and semistructured interviews with 48 key stakeholders: program completers, their educational supervisors and school principals.\u0000\u0000\u0000Findings\u0000Results show that, overall, the program is effective in preparing future teachers to enter the teaching profession, especially in the subject and pedagogical content knowledge, and that stakeholders are generally satisfied with the program. However, about a third believe the program lacks relevance to the responsibilities teachers face on the job and some “technical” skills needed in practice.\u0000\u0000\u0000Research limitations/implications\u0000First, the findings are limited by the small number of completers’ cases from one teacher education program. Therefore, the authors recommend that future studies should include larger samples of novice teachers graduating from different teacher education programs. Second, the study is limited by focusing only on stakeholders’ perspectives, and teacher observation through CAEP informed categories related to standards 1, 4 and 5. So future research can tell more to the story by uncovering other CAEP standards to provide a more comprehensive view.\u0000\u0000\u0000Practical implications\u0000The findings of this study are expected to contribute to the existing pool of knowledge on the utility of using international accreditation frameworks, not only as a means to measure the effectiveness of teacher education programs but also to develop such programs according to an internationally recognized set of quality standards. The results may also contribute to the discourse on whether the Madonlization of CAEP standards is a useless business for Arabic-speaking countries.\u0000\u0000\u0000Social implications\u0000As elsewhere in the Arab region, education has been placed at the core of the Oman 2040 vision, which prioritizes the improvement of educational outcomes as Oman’s gateway to becoming a developed country. Therefore, it has become clear that teacher education programs need to be subject to scrutiny to ensure that they produce highly qualified teachers. While reform initiatives have raised concerns about the quality of teacher performance in Omani schools, little attention has been given to the effectiveness of teacher education programs in the country.\u0000\u0000\u0000Originality/value\u0000These results are discussed through three main themes related to the role of teacher preparation programs in the Arab region from a standards-based perspect","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44687628","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}
{"title":"Guest editorial: External evaluation of university quality in Latin America","authors":"Pete Leihy, Óscar Espinoza, J. Salazar","doi":"10.1108/qae-07-2022-204","DOIUrl":"https://doi.org/10.1108/qae-07-2022-204","url":null,"abstract":"","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42213636","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 : 2022-05-19DOI: 10.1108/qae-09-2021-0147
Enrique Martínez Larrechea, Adriana Chiancone
Purpose The purpose of this paper is to describe and interpret the atypical case of Uruguay related to quality assurance, evaluation and accreditation of Higher Education in Uruguay. Design/methodology/approach To do so, a Higher Education conceptual framework is developed, focusing on quality assurance and formulating some “hypotheses” (conjectural ways of thinking within a qualitative tradition). The method to collect data includes the use of document observation, secondary information from official databases and interviews with an intentional sample of 10 experts and key informants. The analysis is developed through some conceptual dimensions emerging from the precedent sources (public policy and the role of the state, changes in the system of science, technology and innovation linked to Higher Education, the influence of the regional integration process and the weak public demand for quality assurance). Findings The paper also presents and discusses the atypical country’s experience regarding the lack of a national quality assurance policy and the structural dynamic of delaying main transformations by adopting graduate changes. Research limitations/implications The study analyzes the recent process of Higher Education policies oriented to quality assurance in the two decades and a half between 1996 and 2021, focusing especially on the recent years (2019–2020). Practical implications The findings indicate that the Higher Education system needs to update its structure and shape, withdrawing fragmentation and consolidating a national system able to promote quality. The paper offers some inputs to strategic planning and debate. Social implications Reforming Higher Education is key to change the social logic of High School, which still operates as a social selective mechanism, mainly oriented to the professional application rather than to knowledge production or management. Originality/value The paper contributes to the political and academic debate through some conceptual categories emerging from the study. The previous description of academic literature about Uruguay Higher Education quality assurance (QA) did not include either the new situation created by the approval of contradictory laws or the interpretation of this public policy arranged as a “structural dynamic of delay of the main transformations by adopting graduate and incremental changes”. Whether any originality could be found in the paper, it would be this way of interpreting the process of QA in Uruguay.
{"title":"Higher education quality assurance in Uruguay: balance and perspective of a delayed policy","authors":"Enrique Martínez Larrechea, Adriana Chiancone","doi":"10.1108/qae-09-2021-0147","DOIUrl":"https://doi.org/10.1108/qae-09-2021-0147","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to describe and interpret the atypical case of Uruguay related to quality assurance, evaluation and accreditation of Higher Education in Uruguay.\u0000\u0000\u0000Design/methodology/approach\u0000To do so, a Higher Education conceptual framework is developed, focusing on quality assurance and formulating some “hypotheses” (conjectural ways of thinking within a qualitative tradition). The method to collect data includes the use of document observation, secondary information from official databases and interviews with an intentional sample of 10 experts and key informants. The analysis is developed through some conceptual dimensions emerging from the precedent sources (public policy and the role of the state, changes in the system of science, technology and innovation linked to Higher Education, the influence of the regional integration process and the weak public demand for quality assurance).\u0000\u0000\u0000Findings\u0000The paper also presents and discusses the atypical country’s experience regarding the lack of a national quality assurance policy and the structural dynamic of delaying main transformations by adopting graduate changes.\u0000\u0000\u0000Research limitations/implications\u0000The study analyzes the recent process of Higher Education policies oriented to quality assurance in the two decades and a half between 1996 and 2021, focusing especially on the recent years (2019–2020).\u0000\u0000\u0000Practical implications\u0000The findings indicate that the Higher Education system needs to update its structure and shape, withdrawing fragmentation and consolidating a national system able to promote quality. The paper offers some inputs to strategic planning and debate.\u0000\u0000\u0000Social implications\u0000Reforming Higher Education is key to change the social logic of High School, which still operates as a social selective mechanism, mainly oriented to the professional application rather than to knowledge production or management.\u0000\u0000\u0000Originality/value\u0000The paper contributes to the political and academic debate through some conceptual categories emerging from the study. The previous description of academic literature about Uruguay Higher Education quality assurance (QA) did not include either the new situation created by the approval of contradictory laws or the interpretation of this public policy arranged as a “structural dynamic of delay of the main transformations by adopting graduate and incremental changes”. Whether any originality could be found in the paper, it would be this way of interpreting the process of QA in Uruguay.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43958134","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 : 2022-05-17DOI: 10.1108/qae-08-2021-0124
Mariza Almeida, G. Plonski, J. Axel-berg, A. Baeta, B.R.C. Terra, B. Simões, H. Etzkowitz
Purpose This paper aims to propose a performance measurement system to evaluate the key aspects of entrepreneurial activities in Brazilian universities. Design/methodology/approach This study was developed in two phases. Both phases consisted of a survey sent to Brazilian universities (public, private and not-for-profit) whose technology transfer offices (TTO) had contributed to the annual report by the Ministry of Science, Technology and Innovation (MCTI, 2015), which evaluates the implementation of the Innovation Law. Multiple correspondence analysis was used to analyze the answers. Findings A set of 13 indicators and 13 characteristics of the organizational structure of the institutions was identified for the purpose of evaluating the level of development of the entrepreneurship activities. Research limitations/implications The main limitation of this study relates to the low quality of the survey responses. It was not possible to qualitatively validate all the selected indicators. This is because universities are still not internally organized, because the higher authorities do not enforce the collection and treatment of data based on the existing legislation. Originality/value The results of this study, with the definition of indicators, can be used to inform public policy for the stimulation of entrepreneurship in other countries and regions.
{"title":"Entrepreneurial vision and Brazil’s system of higher education assessment","authors":"Mariza Almeida, G. Plonski, J. Axel-berg, A. Baeta, B.R.C. Terra, B. Simões, H. Etzkowitz","doi":"10.1108/qae-08-2021-0124","DOIUrl":"https://doi.org/10.1108/qae-08-2021-0124","url":null,"abstract":"\u0000Purpose\u0000This paper aims to propose a performance measurement system to evaluate the key aspects of entrepreneurial activities in Brazilian universities.\u0000\u0000\u0000Design/methodology/approach\u0000This study was developed in two phases. Both phases consisted of a survey sent to Brazilian universities (public, private and not-for-profit) whose technology transfer offices (TTO) had contributed to the annual report by the Ministry of Science, Technology and Innovation (MCTI, 2015), which evaluates the implementation of the Innovation Law. Multiple correspondence analysis was used to analyze the answers.\u0000\u0000\u0000Findings\u0000A set of 13 indicators and 13 characteristics of the organizational structure of the institutions was identified for the purpose of evaluating the level of development of the entrepreneurship activities.\u0000\u0000\u0000Research limitations/implications\u0000The main limitation of this study relates to the low quality of the survey responses. It was not possible to qualitatively validate all the selected indicators. This is because universities are still not internally organized, because the higher authorities do not enforce the collection and treatment of data based on the existing legislation.\u0000\u0000\u0000Originality/value\u0000The results of this study, with the definition of indicators, can be used to inform public policy for the stimulation of entrepreneurship in other countries and regions.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44142588","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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