Pub Date : 2022-08-23DOI: 10.1108/qae-02-2022-0039
María Begoña Peña-Lang, J. Barrutia, C. Echebarria
Purpose This paper aims to propose and examine the relationship between students’ perception of service quality and dimensions and their academic achievement. Design/methodology/approach Based on the resource-based view, a conceptual relationship between service quality and dimensions and academic achievement is proposed and tested with a sample of 380 STEM university students who attended secondary schools in a region of Spain. Findings Service quality and four of its dimensions (i.e. empathy, reliability, responsiveness and assurance/confidence) could contribute to students’ academic achievement. The expected effect of tangible elements on academic achievement was not supported by the data. Results were controlled for student’s personal factors that have proven important in explaining academic achievement in previous studies (i.e. need for cognition, need for emotion and self-efficacy). Originality/value Previous research has extensively studied factors affecting students’ academic achievement. However, the direct relationship between service quality and student’s academic achievement has been rarely proposed and examined. Service quality has been mostly viewed as a precursor of student satisfaction and loyalty. This research views service quality as a school higher-order capability that supplements students’ capabilities.
{"title":"Service quality and students’ academic achievement","authors":"María Begoña Peña-Lang, J. Barrutia, C. Echebarria","doi":"10.1108/qae-02-2022-0039","DOIUrl":"https://doi.org/10.1108/qae-02-2022-0039","url":null,"abstract":"\u0000Purpose\u0000This paper aims to propose and examine the relationship between students’ perception of service quality and dimensions and their academic achievement.\u0000\u0000\u0000Design/methodology/approach\u0000Based on the resource-based view, a conceptual relationship between service quality and dimensions and academic achievement is proposed and tested with a sample of 380 STEM university students who attended secondary schools in a region of Spain.\u0000\u0000\u0000Findings\u0000Service quality and four of its dimensions (i.e. empathy, reliability, responsiveness and assurance/confidence) could contribute to students’ academic achievement. The expected effect of tangible elements on academic achievement was not supported by the data. Results were controlled for student’s personal factors that have proven important in explaining academic achievement in previous studies (i.e. need for cognition, need for emotion and self-efficacy).\u0000\u0000\u0000Originality/value\u0000Previous research has extensively studied factors affecting students’ academic achievement. However, the direct relationship between service quality and student’s academic achievement has been rarely proposed and examined. Service quality has been mostly viewed as a precursor of student satisfaction and loyalty. This research views service quality as a school higher-order capability that supplements students’ capabilities.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42838703","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 : 2022-08-22DOI: 10.1108/qae-04-2022-0095
M. Bansal, Surbhi Kapur
Purpose The study aims to review the existing theories and literature related to life skills education for adolescents to construct a model portraying the inter-relatedness between these variables. This study discerns the inferences from the studies conducted earlier to propose various aspects to be considered for future research and interventions targeting the effectiveness of life skills education for adolescents. Design/methodology/approach Prolific examination of numerous theoretical and empirical studies addressing these variables was carried out to formulate assertions and postulations. Deducing from the studies in varied streams of education, public health, psychology, economics and international development, this paper is an endeavor toward clarifying some pertinent issues related to life skills education. Findings Although there is abundant evidence to encourage and assist the development of life skills as a tool to achieve other outcomes of interest, it is also important to see life skills as providing both instrumental and ultimate value to adolescents. Quality life skills education needs to be intertwined with the curriculum through the primary and secondary education, in the same way as literacy and numeracy skills. Originality/value The present study has important implications for educators and policymakers for designing effective life skills education programs. Additionally, this paper provides a three-step model based on Lewin’s three step prototype for change, to impart life skills trainings to adolescents through drafting pertinent systems. This will help in imparting quality life skills education to adolescents and raising them to be psychologically mature adults.
{"title":"Facets of life skills education – a systematic review","authors":"M. Bansal, Surbhi Kapur","doi":"10.1108/qae-04-2022-0095","DOIUrl":"https://doi.org/10.1108/qae-04-2022-0095","url":null,"abstract":"\u0000Purpose\u0000The study aims to review the existing theories and literature related to life skills education for adolescents to construct a model portraying the inter-relatedness between these variables. This study discerns the inferences from the studies conducted earlier to propose various aspects to be considered for future research and interventions targeting the effectiveness of life skills education for adolescents.\u0000\u0000\u0000Design/methodology/approach\u0000Prolific examination of numerous theoretical and empirical studies addressing these variables was carried out to formulate assertions and postulations. Deducing from the studies in varied streams of education, public health, psychology, economics and international development, this paper is an endeavor toward clarifying some pertinent issues related to life skills education.\u0000\u0000\u0000Findings\u0000Although there is abundant evidence to encourage and assist the development of life skills as a tool to achieve other outcomes of interest, it is also important to see life skills as providing both instrumental and ultimate value to adolescents. Quality life skills education needs to be intertwined with the curriculum through the primary and secondary education, in the same way as literacy and numeracy skills.\u0000\u0000\u0000Originality/value\u0000The present study has important implications for educators and policymakers for designing effective life skills education programs. Additionally, this paper provides a three-step model based on Lewin’s three step prototype for change, to impart life skills trainings to adolescents through drafting pertinent systems. This will help in imparting quality life skills education to adolescents and raising them to be psychologically mature adults.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48777796","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 : 2022-08-22DOI: 10.1108/qae-03-2022-0065
A. Gessa, Eyda Marin, Pilar Sancha
Purpose This study aims to properly and objectively assess the students’ study progress in bachelor programmes by applying statistical process control (SPC). Specifically, the authors focused their analysis on the variation in performance rates in business studies courses taught at a Spanish University. Design/methodology/approach A qualitative methodology was used, using an action-based case study developed in a public university. Previous research and theoretical issues related to quality indicators of the training programmes were discussed, followed by the application of SPC to assess these outputs. Findings The evaluation of the performance rate of the courses that comprised the training programs through the SPC revealed significant differences with respect to the evaluations obtained through traditional evaluation procedures. Similarly, the results show differences in the control parameters (central line and control interval), depending on the adopted approach (by programmes, by academic year and by department). Research limitations/implications This study has inherent limitations linked to both the methodology and selection of data sources. Practical implications The SPC approach provides a framework to properly and objectively assess the quality indicators involved in quality assurance processes in higher education. Originality/value This paper contributes to the discourse on the importance of a robust and effective assessment of quality indicators of the academic curriculum in the higher education context through the application of quality control tools such as SPC.
{"title":"A practical application of statistical process control to evaluate the performance rate of academic programmes: implications and suggestions","authors":"A. Gessa, Eyda Marin, Pilar Sancha","doi":"10.1108/qae-03-2022-0065","DOIUrl":"https://doi.org/10.1108/qae-03-2022-0065","url":null,"abstract":"\u0000Purpose\u0000This study aims to properly and objectively assess the students’ study progress in bachelor programmes by applying statistical process control (SPC). Specifically, the authors focused their analysis on the variation in performance rates in business studies courses taught at a Spanish University.\u0000\u0000\u0000Design/methodology/approach\u0000A qualitative methodology was used, using an action-based case study developed in a public university. Previous research and theoretical issues related to quality indicators of the training programmes were discussed, followed by the application of SPC to assess these outputs.\u0000\u0000\u0000Findings\u0000The evaluation of the performance rate of the courses that comprised the training programs through the SPC revealed significant differences with respect to the evaluations obtained through traditional evaluation procedures. Similarly, the results show differences in the control parameters (central line and control interval), depending on the adopted approach (by programmes, by academic year and by department).\u0000\u0000\u0000Research limitations/implications\u0000This study has inherent limitations linked to both the methodology and selection of data sources.\u0000\u0000\u0000Practical implications\u0000The SPC approach provides a framework to properly and objectively assess the quality indicators involved in quality assurance processes in higher education.\u0000\u0000\u0000Originality/value\u0000This paper contributes to the discourse on the importance of a robust and effective assessment of quality indicators of the academic curriculum in the higher education context through the application of quality control tools such as SPC.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46845500","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 : 2022-08-22DOI: 10.1108/qae-04-2022-0097
Tze Yin Khaw, A. Teoh
Purpose The growing uncertainty in the world because of economic factors, political issues, natural disasters, global COVID-19 outbreak and technological advancements, make effective risk management (RM) an essential successful strategy for various industries, especially higher education (HE) industry to overcome uncertainties for success. The purpose of this systematic literature review (SLR) is to present a current overview of RM in HE from 2005 to 2021, with a focus on common risk management practised in HE industry, antecedents towards RM implementation and outcomes of RM. Design/methodology/approach The publication standard for this SLR was RepOrting Standards for Systematics Evidence Syntheses. Scopus, one of the most prominent scientific databases, was used to select articles. Only articles from the years 2005 to 2021 were studied. This study focussed on RM in the HE industry. Findings This review identified three main themes: common risk management practised in HE industry, antecedents towards RM implementation and outcomes of RM. An additional ten sub-themes were derived from the three main themes. Originality/value This paper systematically reviewed developments of RM research in HE from year 2005 to 2021, leads to a clearer understanding of RM issues in HE institutions. The findings allow interested parties to better understand RM and enables top management to create their own personalised list of drivers and implementation policies to respond to risks and uncertainties.
{"title":"Risk management in higher education research: a systematic literature review","authors":"Tze Yin Khaw, A. Teoh","doi":"10.1108/qae-04-2022-0097","DOIUrl":"https://doi.org/10.1108/qae-04-2022-0097","url":null,"abstract":"\u0000Purpose\u0000The growing uncertainty in the world because of economic factors, political issues, natural disasters, global COVID-19 outbreak and technological advancements, make effective risk management (RM) an essential successful strategy for various industries, especially higher education (HE) industry to overcome uncertainties for success. The purpose of this systematic literature review (SLR) is to present a current overview of RM in HE from 2005 to 2021, with a focus on common risk management practised in HE industry, antecedents towards RM implementation and outcomes of RM.\u0000\u0000\u0000Design/methodology/approach\u0000The publication standard for this SLR was RepOrting Standards for Systematics Evidence Syntheses. Scopus, one of the most prominent scientific databases, was used to select articles. Only articles from the years 2005 to 2021 were studied. This study focussed on RM in the HE industry.\u0000\u0000\u0000Findings\u0000This review identified three main themes: common risk management practised in HE industry, antecedents towards RM implementation and outcomes of RM. An additional ten sub-themes were derived from the three main themes.\u0000\u0000\u0000Originality/value\u0000This paper systematically reviewed developments of RM research in HE from year 2005 to 2021, leads to a clearer understanding of RM issues in HE institutions. The findings allow interested parties to better understand RM and enables top management to create their own personalised list of drivers and implementation policies to respond to risks and uncertainties.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44816749","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 : 2022-08-18DOI: 10.1108/qae-03-2022-0078
Joanna Oczkowicz, Jan M. Myszewski
Purpose The purpose of this study is to investigate the system of factors influencing the efficiency of internal evaluation in Polish secondary schools. Design/methodology/approach Data collected in interviews with evaluation experts and teachers on the barriers to the efficiency of internal evaluation and their causes were subjected to a qualitative cause-and-effect analysis. Findings Five barriers to the evaluation efficiency (6B model) and five actions of the school head stopping their impact (6A model) were identified. The latter include selecting the key evaluation function (3KEF model) and ensuring the conditions for efficiency in the improvement loop. Research limitations/implications Although the research was carried out in Polish schools, the conclusions indicate regularities affecting organizations throughout the world. Practical implications Students’ educational needs may exceed the schools’ ability to meet them at class time mostly due to resource constraints. The implementation of the principle of equal opportunities in education requires continuous improvement of the efficiency of schools’ processes. Evaluation can help qualify tasks for improvement. Social implications The level of engagement (reactive/active) of the school principal and teachers in evaluation and improvement is a crucial factor in overcoming the barriers to the efficiency of the school processes. Originality/value The ability to respond to the efficiency gaps of the school processes depends on the choice and efficiency of the KEF. The rationale for selecting the function and the schemes for its implementation have paradigmatic grounds.
{"title":"Barriers to the efficiency of internal evaluation in Polish secondary schools","authors":"Joanna Oczkowicz, Jan M. Myszewski","doi":"10.1108/qae-03-2022-0078","DOIUrl":"https://doi.org/10.1108/qae-03-2022-0078","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to investigate the system of factors influencing the efficiency of internal evaluation in Polish secondary schools.\u0000\u0000\u0000Design/methodology/approach\u0000Data collected in interviews with evaluation experts and teachers on the barriers to the efficiency of internal evaluation and their causes were subjected to a qualitative cause-and-effect analysis.\u0000\u0000\u0000Findings\u0000Five barriers to the evaluation efficiency (6B model) and five actions of the school head stopping their impact (6A model) were identified. The latter include selecting the key evaluation function (3KEF model) and ensuring the conditions for efficiency in the improvement loop.\u0000\u0000\u0000Research limitations/implications\u0000Although the research was carried out in Polish schools, the conclusions indicate regularities affecting organizations throughout the world.\u0000\u0000\u0000Practical implications\u0000Students’ educational needs may exceed the schools’ ability to meet them at class time mostly due to resource constraints. The implementation of the principle of equal opportunities in education requires continuous improvement of the efficiency of schools’ processes. Evaluation can help qualify tasks for improvement.\u0000\u0000\u0000Social implications\u0000The level of engagement (reactive/active) of the school principal and teachers in evaluation and improvement is a crucial factor in overcoming the barriers to the efficiency of the school processes.\u0000\u0000\u0000Originality/value\u0000The ability to respond to the efficiency gaps of the school processes depends on the choice and efficiency of the KEF. The rationale for selecting the function and the schemes for its implementation have paradigmatic grounds.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44762424","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 : 2022-08-12DOI: 10.1108/qae-11-2021-0186
Hesham El Marsafawy, Rumpa Roy, Fahema Ali
Purpose This study aims to identify the gap between the requirements of the accreditation bodies and the widely used learning management systems (LMSs) in assessing the intended learning outcomes (ILOs). In addition, this study aims to introduce a framework, along with the evaluation of the functionality of the LMS, for measuring the ILO. Design/methodology/approach A qualitative method was deployed to examine the gap between the requirements of the accreditation standards and the LMS functionalities. The researchers collaborated to design a mechanism, develop a system architecture to measure the ILO in alignment with the accreditation standards and guide the development of the Moodle plugin. The appropriateness and effectiveness of the plugin were evaluated within the scope of assessment mapping and design. Focus group interviews were conducted to collect feedback from the instructors and program leaders regarding its implementation. Findings The results of this study indicate that there is no standardized mechanism to measure course and program ILO objectively, using the existing LMS. The implementation of the plugin shows the appropriateness and effectiveness of the system in generating ILO achievement reports, which was confirmed by the users. Originality/value This study proposed a framework and developed a system architecture for the objective measurement of the ILO through direct assessment. The plugin was tested to generate consistent reports during the measurement of course and program ILO. The plugin has been implemented across Gulf University’s program courses, ensuring appropriate reporting and continuous improvement.
{"title":"Measuring learning outcomes: bridging accreditation requirements and LMS functionalities","authors":"Hesham El Marsafawy, Rumpa Roy, Fahema Ali","doi":"10.1108/qae-11-2021-0186","DOIUrl":"https://doi.org/10.1108/qae-11-2021-0186","url":null,"abstract":"\u0000Purpose\u0000This study aims to identify the gap between the requirements of the accreditation bodies and the widely used learning management systems (LMSs) in assessing the intended learning outcomes (ILOs). In addition, this study aims to introduce a framework, along with the evaluation of the functionality of the LMS, for measuring the ILO.\u0000\u0000\u0000Design/methodology/approach\u0000A qualitative method was deployed to examine the gap between the requirements of the accreditation standards and the LMS functionalities. The researchers collaborated to design a mechanism, develop a system architecture to measure the ILO in alignment with the accreditation standards and guide the development of the Moodle plugin. The appropriateness and effectiveness of the plugin were evaluated within the scope of assessment mapping and design. Focus group interviews were conducted to collect feedback from the instructors and program leaders regarding its implementation.\u0000\u0000\u0000Findings\u0000The results of this study indicate that there is no standardized mechanism to measure course and program ILO objectively, using the existing LMS. The implementation of the plugin shows the appropriateness and effectiveness of the system in generating ILO achievement reports, which was confirmed by the users.\u0000\u0000\u0000Originality/value\u0000This study proposed a framework and developed a system architecture for the objective measurement of the ILO through direct assessment. The plugin was tested to generate consistent reports during the measurement of course and program ILO. The plugin has been implemented across Gulf University’s program courses, ensuring appropriate reporting and continuous improvement.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47253696","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 : 2022-08-11DOI: 10.1108/qae-02-2022-0041
P. Pohlenz, Annika Felix, Sarah Berndt, Markus Seyfried
Purpose This paper aims to investigate student subgroups’ responses to the coercive digitalisation of teaching and learning processes during the pandemic. Respective variance is discussed in terms of digital inequality and is interpreted as a need to individualise teaching and learning and quality assurance practices. Design/methodology/approach This study uses data from surveys (N = 955) on student perceptions of the introduction of emergency digitalisation – an important aspect of higher education. The authors perform latent class analyses to identify student subgroups. The students were asked to rate digital learning processes and their overall learning experiences. Findings The identified student subgroups are proponents, pragmatics and sceptics of digitalised teaching and learning processes. These subgroups have different preferences with regard to teaching and learning modes of delivery, which implies the relevance of individualised educational services and respective quality assurance practices to reflections on improvement needs. Research limitations/implications The data are from a single, typical German university; therefore, the scope of the results may be limited. However, this study enriches future research on the traits of student subgroups and students’ coping strategies in an ever-changing learning environment. Practical implications The findings may help individualise universities’ counselling services to enhance overall teaching performance and quality assurance practices in a digitalised environment. Originality/value The findings provide insights into students’ responses to the COVID-19 pandemic and its impact on teaching and learning. This paper enriches the research on student heterogeneity and relates this to development needs of quality assurance practice.
{"title":"How do students deal with forced digitalisation in teaching and learning? Implications for quality assurance","authors":"P. Pohlenz, Annika Felix, Sarah Berndt, Markus Seyfried","doi":"10.1108/qae-02-2022-0041","DOIUrl":"https://doi.org/10.1108/qae-02-2022-0041","url":null,"abstract":"\u0000Purpose\u0000This paper aims to investigate student subgroups’ responses to the coercive digitalisation of teaching and learning processes during the pandemic. Respective variance is discussed in terms of digital inequality and is interpreted as a need to individualise teaching and learning and quality assurance practices.\u0000\u0000\u0000Design/methodology/approach\u0000This study uses data from surveys (N = 955) on student perceptions of the introduction of emergency digitalisation – an important aspect of higher education. The authors perform latent class analyses to identify student subgroups. The students were asked to rate digital learning processes and their overall learning experiences.\u0000\u0000\u0000Findings\u0000The identified student subgroups are proponents, pragmatics and sceptics of digitalised teaching and learning processes. These subgroups have different preferences with regard to teaching and learning modes of delivery, which implies the relevance of individualised educational services and respective quality assurance practices to reflections on improvement needs.\u0000\u0000\u0000Research limitations/implications\u0000The data are from a single, typical German university; therefore, the scope of the results may be limited. However, this study enriches future research on the traits of student subgroups and students’ coping strategies in an ever-changing learning environment.\u0000\u0000\u0000Practical implications\u0000The findings may help individualise universities’ counselling services to enhance overall teaching performance and quality assurance practices in a digitalised environment.\u0000\u0000\u0000Originality/value\u0000The findings provide insights into students’ responses to the COVID-19 pandemic and its impact on teaching and learning. This paper enriches the research on student heterogeneity and relates this to development needs of quality assurance practice.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48443367","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 : 2022-08-10DOI: 10.1108/qae-01-2022-0026
Soujata Rughoobur-Seetah
Purpose With the impact of COVID-19, the educational system across the world had to be reviewed and readapted. Both learners and tutors were forced to adopt the online teaching and learning mechanism. Learners had to cope with the drastic teaching mode. In all of these, the student’s level of satisfaction remains pivotal. Teaching and learning remain successful if the students are satisfied and engaged. Therefore, this study aims to identify and assess factors that influenced students’ level of learning from home satisfaction. Design/methodology/approach This study followed a mixed-method approach. Online focus groups were arranged to devise indicators for factors like the accessibility of lecturers, support from university and conducive home environment. A questionnaire was designed and disseminated through an online survey. A response rate of (N = 169) was received. The proposed framework was tested in two phases: confirmatory factor analysis and partial least square structural equation modeling. Findings The findings revealed that education/life balance and learners’ commitment have a positive and significant relationship with learning from home satisfaction. Accessibility of lecturers and a conducive home environment positively influenced education and life balance. Learners’ commitment was influenced by the accessibility of lecturers, education and life balance and support from the university. Support from university was positively influenced by the accessibility of lecturers and a conducive home environment. Originality/value Various studies focused on the quality of online teaching and learning, and very few studies paid attention to the day-to-day lives of learners at the tertiary level. This study has borrowed organizational factors and adapted them to the students’ lives with two theoretical foundations which will enable a better understanding of the students.
{"title":"Learning from home: the impact of COVID-19 on teaching and learning","authors":"Soujata Rughoobur-Seetah","doi":"10.1108/qae-01-2022-0026","DOIUrl":"https://doi.org/10.1108/qae-01-2022-0026","url":null,"abstract":"Purpose\u0000With the impact of COVID-19, the educational system across the world had to be reviewed and readapted. Both learners and tutors were forced to adopt the online teaching and learning mechanism. Learners had to cope with the drastic teaching mode. In all of these, the student’s level of satisfaction remains pivotal. Teaching and learning remain successful if the students are satisfied and engaged. Therefore, this study aims to identify and assess factors that influenced students’ level of learning from home satisfaction.\u0000\u0000\u0000Design/methodology/approach\u0000This study followed a mixed-method approach. Online focus groups were arranged to devise indicators for factors like the accessibility of lecturers, support from university and conducive home environment. A questionnaire was designed and disseminated through an online survey. A response rate of (N = 169) was received. The proposed framework was tested in two phases: confirmatory factor analysis and partial least square structural equation modeling.\u0000\u0000\u0000Findings\u0000The findings revealed that education/life balance and learners’ commitment have a positive and significant relationship with learning from home satisfaction. Accessibility of lecturers and a conducive home environment positively influenced education and life balance. Learners’ commitment was influenced by the accessibility of lecturers, education and life balance and support from the university. Support from university was positively influenced by the accessibility of lecturers and a conducive home environment.\u0000\u0000\u0000Originality/value\u0000Various studies focused on the quality of online teaching and learning, and very few studies paid attention to the day-to-day lives of learners at the tertiary level. This study has borrowed organizational factors and adapted them to the students’ lives with two theoretical foundations which will enable a better understanding of the students.","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41967038","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 : 2022-07-28DOI: 10.1108/qae-12-2021-0193
Prince Agwu, A. Odii, T. Orjiakor, Pallavi Roy, C. Nzeadibe, Chinyere E. Onalu, U. Okoye, O. Onwujekwe
Purpose The purpose of this study is to describe the nature and operations of schools commonly regarded as “Miracle Examination Centres (MECs)” in Nigeria, through the lens of stakeholders in education. This study also assessed stakeholders’ perspectives on the possible solutions to the problem of MECs. Design/methodology/approach The study design was a stakeholders’ approach involving 39 key actors within the examination system from northern and southern Nigeria. The stakeholders comprised people from the Ministries of Education (MoE), Examination Councils (EC), school owners and teachers, security agencies and Civil Society Organisations (CSOs) who were invited to interact, interrogate and debate the subject of MECs in Nigeria. Using thematic analysis, recurrent themes were identified from the data and used for a narrative synthesis of the findings. Findings MECs may attempt to circumvent quality assurance and regulatory requirements and may find support from prominent leaders and members of the communities through a wider informal economy. Interventions against MECs might only yield incremental results and must involve various groups like CSOs, anti-corruption agencies, EC and faith- and community-based groups. These interventions will be even more effective if the MoE will strengthen its integrity and improve its monitoring and regulatory functions without political interference. Originality/value This paper revealed that improving examination integrity and building a solid and reliable secondary educational level in Nigeria will be achieved through the combination of horizontal and vertical approaches that involve local actors and those in authority.
{"title":"Stakeholders’ perspectives on “miracle examination centres” in Nigeria","authors":"Prince Agwu, A. Odii, T. Orjiakor, Pallavi Roy, C. Nzeadibe, Chinyere E. Onalu, U. Okoye, O. Onwujekwe","doi":"10.1108/qae-12-2021-0193","DOIUrl":"https://doi.org/10.1108/qae-12-2021-0193","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to describe the nature and operations of schools commonly regarded as “Miracle Examination Centres (MECs)” in Nigeria, through the lens of stakeholders in education. This study also assessed stakeholders’ perspectives on the possible solutions to the problem of MECs.\u0000\u0000\u0000Design/methodology/approach\u0000The study design was a stakeholders’ approach involving 39 key actors within the examination system from northern and southern Nigeria. The stakeholders comprised people from the Ministries of Education (MoE), Examination Councils (EC), school owners and teachers, security agencies and Civil Society Organisations (CSOs) who were invited to interact, interrogate and debate the subject of MECs in Nigeria. Using thematic analysis, recurrent themes were identified from the data and used for a narrative synthesis of the findings.\u0000\u0000\u0000Findings\u0000MECs may attempt to circumvent quality assurance and regulatory requirements and may find support from prominent leaders and members of the communities through a wider informal economy. Interventions against MECs might only yield incremental results and must involve various groups like CSOs, anti-corruption agencies, EC and faith- and community-based groups. These interventions will be even more effective if the MoE will strengthen its integrity and improve its monitoring and regulatory functions without political interference.\u0000\u0000\u0000Originality/value\u0000This paper revealed that improving examination integrity and building a solid and reliable secondary educational level in Nigeria will be achieved through the combination of horizontal and vertical approaches that involve local actors and those in authority.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47934017","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 : 2022-07-21DOI: 10.1108/qae-02-2022-0044
L. White, K. Jordan, Heidi Mcdermott
Purpose The purpose of this case study is to describe a simulation-based assessment designed to assure student readiness for a first full-time clinical experience in an entry-level Doctor of Physical Therapy program that transitioned to mixed-mode instruction during the COVID-19 pandemic. Design/methodology/approach A cohort of 40 second-year physical therapy students whose content delivery mode, assessment methods and curricular sequence deviated from the curricular plan participated in a new assessment using standardized patients. The assessment was developed to preferentially address the knowledge, skills, abilities and professional behaviors (KSAs) that were typically assessed with other methods before the pandemic. Findings The assessment was useful in identifying students who required additional learning experiences to meet expected levels of competence before transition to a first full-time clinical experience. It also identified KSAs that needed to be strengthened within the entire cohort of students. Research limitations/implications This case study provides an example of feasible implementation of an assessment of student readiness for clinical education that may guide future development of standardized assessments in health profession education (HPE) programs that have or plan to transition to mixed-mode content delivery. Originality/value This case study highlights the need and process for developing and implementing additional assessments in HPE programs when planned changes or unexpected variations in curriculum delivery occur. This evidence-based assessment preferentially addresses the affective domain of learning and includes competency standards that have recently been developed for physical therapy education in the USA.
{"title":"Assessment of student readiness for clinical education in mixed-mode curriculum delivery: a case study","authors":"L. White, K. Jordan, Heidi Mcdermott","doi":"10.1108/qae-02-2022-0044","DOIUrl":"https://doi.org/10.1108/qae-02-2022-0044","url":null,"abstract":"\u0000Purpose\u0000The purpose of this case study is to describe a simulation-based assessment designed to assure student readiness for a first full-time clinical experience in an entry-level Doctor of Physical Therapy program that transitioned to mixed-mode instruction during the COVID-19 pandemic.\u0000\u0000\u0000Design/methodology/approach\u0000A cohort of 40 second-year physical therapy students whose content delivery mode, assessment methods and curricular sequence deviated from the curricular plan participated in a new assessment using standardized patients. The assessment was developed to preferentially address the knowledge, skills, abilities and professional behaviors (KSAs) that were typically assessed with other methods before the pandemic.\u0000\u0000\u0000Findings\u0000The assessment was useful in identifying students who required additional learning experiences to meet expected levels of competence before transition to a first full-time clinical experience. It also identified KSAs that needed to be strengthened within the entire cohort of students.\u0000\u0000\u0000Research limitations/implications\u0000This case study provides an example of feasible implementation of an assessment of student readiness for clinical education that may guide future development of standardized assessments in health profession education (HPE) programs that have or plan to transition to mixed-mode content delivery.\u0000\u0000\u0000Originality/value\u0000This case study highlights the need and process for developing and implementing additional assessments in HPE programs when planned changes or unexpected variations in curriculum delivery occur. This evidence-based assessment preferentially addresses the affective domain of learning and includes competency standards that have recently been developed for physical therapy education in the USA.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43170639","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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