Creating future alumni donors: exploring critical aspects of an enriched undergraduate experience

ПРОФЕСІОНАЛІЗМ ВИКЛАДАЧІВ ВВНЗ ЯК СКЛАДОВА ВНУТРІШНЬОЇ СИСТЕМИ ГАРАНТУВАННЯ ЯКОСТІ ВИЩОЇ ВІЙСЬКОВІЙ ОСВІТИ

Introduction The article deals with the tendencies of further development of the higher military education system and peculiarities educational activity in the higher military educational institutions and military educational units of higher education institutions in the context of the evolution of perspectives on education quality ensuring and changes made to the definitions in the new edition of the Law of Ukraine “On Higher Education” concerning essence of the concept of “quality of higher education” and its main components, namely “education standards”, “competence”, “learning outcomes”.Purpose. The purpose of the paper is to define tendencies of further development of higher military education in the context of the evolution of perspectives on education quality ensuring and changes made to the definitions of Ukrainian legislation in the educational sphere.Methods. The study was conducted using the following theoretical methods: analysis and synthesis, induction and deduction, comparison, classification, generalization and systematization.Results. The concept of “quality of higher education” and its main components, namely “education standards”, “competence”, “learning outcomes” are determined in the article, its interrelations and interdependencies in the educational system of the HMEI are observed.Originality. According to the purpose of the paper, tendencies of further development of higher military education in the context of the evolution of perspectives on education quality ensuring and changes made to the definitions of Ukrainian legislation in the educational sphere are defined. Conclusion. The article presents the view of the tendencies of further development of higher military education in the context of the evolution of perspectives on the problem of education quality ensuring, guaranteeing quality of higher military education and changes made to the definitions in the new edition of the Law of Ukraine “On Higher Education” concerning essence of the concept of “quality of higher education” and its main components, namely “education standards”, “competence”, “learning outcomes”. The directions for future research are study off education quality and change management monitoring in the system of higher military education.

Purpose This paper aims to investigate how global university rankings interact with quality and quality assurance in higher education along the two lines of investigation, that is, from the perspective of their relationship with the concept of quality (assurance) and the development of quality assurance policies in higher education, with particular emphasis on accreditation as the prevalent quality assurance approach. Design/methodology/approach The paper firstly conceptualises quality and quality assurance in higher education and critically examines the methodological construction of the four selected world university rankings and their references to “quality”. On this basis, it answers the two “how” questions: How is the concept of quality (assurance) in higher education perceived by world university rankings and how do they interact with quality assurance and accreditation policies in higher education? Answers are provided through the analysis of different documentary sources, such as academic literature, glossaries, international studies, institutional strategies and other documents, with particular focus on official websites of international ranking systems and individual higher education institutions, media announcements, and so on. Findings The paper argues that given their quantitative orientation, it is quite problematic to perceive world university rankings as a means of assessing or assuring the institutional quality. Like (international) accreditations, they may foster vertical differentiation of higher education systems and institutions. Because of their predominant accountability purpose, they cannot encourage improvements in the quality of higher education institutions. Practical implications Research results are beneficial to different higher education stakeholders (e.g. policymakers, institutional leadership, academics and students), as they offer them a comprehensive view on rankings’ ability to assess, assure or improve the quality in higher education. Originality/value The existing research focuses principally either on interactions of global university rankings with the concept of quality or with processes of quality assurance in higher education. The comprehensive and detailed analysis of their relationship with both concepts thus adds value to the prevailing scholarly debates.

QUALITY IN HIGHER EDUCATION: STORIES OF ENGLISH AND CZECH ACADEMICS AND HIGHER EDUCATION LEADERS

Problem statement. The Bologna Process has initiated the formation of a single European Higher Education Area. Today's students, through academic mobility programmes, have a unique opportunity to obtain academic experience and professional competences developed during their studies at higher education institutions in other countries. In particular, master students from Prydniprovska State Academy of Civil Engineering and Architecture (PSACEA) under agreement with National Engineering School of Saint-Etienne (France), had the opportunity to access the educational process at French Higher Technical Education Institution and conduct a comparative analysis of the educational process within the study of the discipline “Methods of teaching in higher education institution”. The purpose of the article is to conduct a comparative analysis of higher education systems in Ukraine and France on the basis of data from the State Statistics Service of Ukraine and Statistical Guidelines and reference materials of France and characterize the professional development methods of French teachers (on the example of the National Engineering School of Saint-Etienne). Conclusions. In today's globalised world, quality higher education has become a significant means of ensuring a high level of professional qualifications in all spheres of human activity. The increasing demand for higher education, as well as the increasing students number, add pressure to higher education and blur the boundaries between the economic and political sectors. Student exchanges and double degree programs provide opportunities for innovative student learning, as well as increasing the education effectiveness, which in turn leads to increased demand for this sector of public life. Despite the high cost of higher education, French universities are very popular among foreign students, including Ukrainian, as they contribute to the formation of relevant professional competencies for young people, providing greater opportunities in the further employment process. Although the number of foreign students in Ukraine is lower (compared to France), domestic our higher education institutions are also beginning to be in high demand among foreign applicants, thus strengthening not only the field of education but also international economic relations. For the Ukrainian system of teachers’ professional development, it is appropriate to study and partially implement the experience of French higher technical school. In particular, the variety of proposed methods and forms of professional development deserves attention, as it indicates the efforts of educational managers in France to create a pedagogical environment psychologically comfortable and as professionally appropriate.

Purpose – The purpose of this paper is to address the question of service quality in the higher education sector in the business management area, with the research objective to explore the dimensions of service quality and assess performance of higher educational institutes (HEIs) in business management across customer-perceived service quality dimensions. Design/methodology/approach – A modified SERVQUAL instrument was used to capture customers’ perceptions of service quality with a sample size of 1,152 customers. Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) was used to holistically evaluate the performance of the HEIs. Findings – The current research develops a scale for measuring service quality in the area of business management education and reinforces the fact that service quality is a multidimensional construct. It suggests that customers distinguish four dimensions of service quality in the case of the higher education industry in business management. TOPSIS analysis provides an effective framework for ranking competing HEIs holistically in terms of their overall performance with respect to multiple service quality factors. Research limitations/implications – Continued refinement of the scale for measuring service quality in higher education, proposed in this study, is certainly possible based on further research and trends in higher education. Practical implications – HEIs are finding themselves in an increasingly integrated competitive market. Consequently they are facing challenges due to the evaluation of the results of the services of education and training that they offer. In competitive environments, student perceptions of quality and their satisfaction level have become very important in order to attract and retain them. Identifying the underlying dimensions of service quality is the first step in the definition and provision of quality service and instilling of a customer-service culture. Having access to how consumers evaluate service quality in the higher educational sector in business management and evaluating the positions of the players in the market on service quality parameters, can help the organization to carry out its mission with more efficiency, aid in strategic planning and contend the initiatives that HEIs managers can take to enhance employees’ skills and attitudes and instill a culture of service excellence. Originality/value – The contribution of this research has been in terms of its scale development and modeling methodology. A methodological innovation in this research has been in the use of TOPSIS in the field of customer-perceived service quality in higher education.

Part 1 Overview: Growth of the quality movement in higher education. Part 2 Leadership of quality in higher education: Initiative-based quality development and the role of distributed leadership A leadership model for higher education quality A framework for engaging leadership in higher education quality systems. Part 3 Approaches of managers to quality in higher education: Quality management in higher education: a comparative study of the United Kingdom, the Netherlands and Finland Towards a culture of quality in South African higher education. Part 4 Auditing quality in higher education: Auditorsi? perspectives on quality in higher education. Part 5 Academic development and quality in higher education: Academic development as change leadership in higher education Quality in the transitional process of establishing political science as a new discipline in Czech higher education (post 1989) Academic development and quality in Oman: mapping the terrain. Part 6 resources and trends in higher education quality: New directions in quality management Dubai's Free Zone model for leadership in the external quality assurance of higher education Trends in quality development.

In accordance with the Law of Ukraine "On Higher Education" "The system of ensuring the quality of educational activities and the quality of higher educa-tion (system of internal quality assurance) by a higher education institution is evaluated by the National Agency for Quality Assurance of Higher Education or independent institutions accredited by it for the assessment and quali-ty assurance of higher education on the subject of its compliance with the requirements for the system of quali-ty assurance of higher education approved by the Nation-al Agency for Quality Assurance of Higher Education". The development of the systemof internal quality assurance of the institution of higher education remains a problem, since there are currently no clear requirements for the criteria, procedures and measures of its evaluation. How-ever, there are minimum and recommended system re-quirements and, if we analyze the regulations on the internal quality assurance systems of the higher educa-tion institution, on the divisions of the higher education institution that ensure the functioning of the system as a whole, we can come to the conclusion that in the most institutions of higher education neither minimum nor recommended system requirements are not hold.Methods:analysis and synthesis. Results.The study of the development of the system of internal quality assurance of a higher education institu-tion was conducted.Originality.Originality. In this article, based on the re-sults of the research:the system of internal quality assurance of a higher education institution is a system that consists of a set of interconnected elements (department of internal quality assurance of the educational process, four groups of stakeholders (students of higher education according to the educational program; graduates of the educational program; representatives of employers (customers); repre-sentatives of theacademic community (research and teaching staff)), the academic council, the group of tele-communication networks and information systems, the information and communication service, as well as the scientific and organizational department), which form a single whole, interact with the environment and among themselves was determined;the presence/absence of the cycle of changing the sta-tus of a stakeholder, applicant -graduate -employer representative -scientific and pedagogical worker in the system of internal quality assurance of a higher education institution is the most important criterion for evaluating this system was established;the methodology of studying and introducing the expe-rience of professional activity into the educational process was defined;the presence of the dependence of the development of the internal quality assurance system on the introduction of professional activity experience into the educational process of the higher education institution was substanti-ated.The existence of the dependence of the development of the internal quality assurance system on the introduction of professional activity experience into the educational process of a higher education institution was substantiat-ed, the methodology of studying and introducing theexpe-rience of professional activity into the educational process was proposed.

The Review o f Higher Education Fall 1993, Volume 17, No. 1, pp. 69-93 Copyright © 1993 Association for the Study of Higher Education All Rights Reserved (ISSN 0162-5748) Institutional Climate and the Quality of the Academic Workplace Theodore H. White, Melinda G. Spencer and Marvin W. Peterson The “New ” Focus on Quality Discussions of institutional and academic quality in higher education literature date back over a century (Fairweather and Brown 1991; Kuh 1981; Lawrence and Green 1980; Webster 1986); but since the early 1980s, issues relating to quality in education have climbed steadily higher on public, government, and higher education agendas. The current em­ phasis on quality is punctuated by external calls for faculty and admin­ istrator accountability and for “proof’ that institutions provide quality environments for faculty teaching and student learning (Lenth 1990; Mayhew, Ford, and Hubbard 1990). A growing number of institutions see quality management as a means for controlling their costs internally while enhancing their “product”— their academic offerings (Chaffee 1991; Deming 1986; Massy 1989; Scherkenbach 1991; University of Michigan Theodore H. White is Assistant Professor of Educational Administration in the Pro­ gram for Adult and Higher Education at the University of South Dakota. Melinda G. Spencer is Director of Research and Education with the Society for College and University Planning and a doctoral candidate in Higher Education Administration at the University of Michigan. Marvin W. Peterson is Professor of Higher Education at the University of Michigan. He serves as Chairperson for the Program in Higher and Adult Continuing Education as well as Director of the Center for the Study of Higher and Postsecondary Education. 70 The Review of Higher Education Fall 1993 1990). Quality has even been viewed as the central defining issue for higher education (Marcus, Leone, and Goldberg 1983; Sherr 1990). Research on quality in higher education is confusing and contradic­ tory for several reasons. First, “quality,” like “effectiveness,” is difficult to define explicitly because it is a perceptual construct that is formulated at the individual level (Peterson, Cameron, Mets, Jones, and Ettington 1986). Not only do different constituencies use different definitions of quality but individuals within constituencies do not agree on common definitions. For this reason, studies purporting to study quality often focus on very different phenomena (Garvin 1988). This confusion is compounded when the units of organizational analyses vary or are not made explicit, and findings are generalized beyond the scopes of their studies (Webster 1986; Fairweather 1988). Finally, the greater part of the writing about quality is theoretically, not empirically, based. Thus, many assumptions regarding quality improvement remain untested. Interest in better performance by higher education institutions has brought increased attention to higher education work environments and institutional quality from both internal and external constituencies. This focus emerges from the centrality of the academic workplace to the ac­ ademic functions of the institution and to such related outcomes of a high quality workplace as innovativeness, excellent teaching, high mo­ rale, improved communication, and quality scholarship (Austin and Gamson 1983; Peterson 1988). Although no set of variables is “necessary and sufficient” for defining quality (Cameron 1987), certain organiza­ tional dimensions have become widely accepted as important quality indicators. One way to begin developing our understanding of quality improve­ ment is to examine some of the dimensions associated with quality within a defined context such as the academic workplace. Based on a review of the literature, we found that generally accepted dimensions of quality in the academic workplace include support for academic innovation, chal­ lenging work, and professional treatment of faculty and their work ac­ tivities. The purpose of this study is to use these critical dimensions to study relationships of quality by examining the following question: How are institutions’ organizational and administrative climates related to the perceived innovation, challenge, and professionalism in the academic workplace when individual and organizational characteristics are held constant? The Quality o f the Academic W orkplace For the reasons just described, the research literature varies consid­ erably regarding the key characteristics of a high-quality workplace. De­ White, Spencer, & PerERSON/Institutional Climate 71 spite this variation, we find that studies focused on improving academic organizational quality repeatedly call for the creation of a flexible work...

Education has different meanings as per different approaches. The quality in education is a complex and multicultural process. This study was conducted to check the Quality in higher Education. Four higher institutions were taken as sample. Out of which two were from public sector. The theoretical frame work consisted of the dependent variable which was, “Quality in Higher Education”, and the independent variables which were Management, Faculty, Infrastructure, Research Facilities and Evaluation Criteria. Overall results showed that majority (73%) respondents were in view that there is quality in education in higher education institutions. The most important factor which helps to maintain quality in higher education is the evaluation criteria in examinations (responded 23%). The lack of proper infrastructure is the main problem of education institutions (responded 35%). The above results show that quality in higher education is an essential tool to boost up the education sector of any country.

[full article and abstract in Lithuanian; abstract in English]
 The concept of quality is ambiguous and still under development – various studies in different fields of science expand the parameters of its analysis and open up a space for new insights. Recently, the researches in quality in higher education discuss quality issues in the context of changes that occur in the field of higher education. The role of the stakeholders in the quality assurance system could be linked to systemic procedural mechanisms – ways in which stakeholders are involved, how relationships among stakeholders and higher education institutions are de­veloped. In scientific discourse, the role of stakeholders in quality assurance systems is linked to systemic procedural mechanisms and depends on the stakeholders’ interests. The scientific literature highlights the assumptions of quality as a traveling idea, but there is no research on the transfer of quality as an idea to the context of a higher education institution. This article analyzes the concept of quality in higher education through the theoretical perspective of Scandinavian institutionalism and examines the expression of quality as an idea in the strategic documents of higher education institutions.
 Indicators of quality applied for the analysis of the expression of quality as an idea in the strategic documents of higher education institution demonstrate the transfer of quality as an idea into the context of a higher education institution based on the interests of stakeholders. The roles of stakeholders in higher education institutions are different, so quality, as an idea, and its transfer to higher education institutions is assessed by different indicators, which express quality (quality as an idea) in higher education institutions based on the expectations of different stakeholders.

The massive global growth of private sectors transforms higher education. It naturally sparks great interest and debate. But analysis lags far behind, as does cross-national documentation. Promoters glorify roles (e.g., access), while critics demonize roles (e.g., moneymaking). Policy makers tend to hold simple views of what private higher education does or what they want it to do, while participants tend to generalize from their own institution. Public discussion thus often revolves around narrow and misleading declarations. The gap is large between self-serving or ill-informed views and more complex reality. Private higher education is least understood where it has just recently become prominent—and that is in much of the world. A few decades ago, private higher education was absent or marginal in most countries. Today, it captures a major or fast-increasing portion of enrollments in Eastern and Central Europe, the Middle East and northern and sub-Saharan Africa, East and South Asia, and Latin America. Furthermore, new forms of private

PurposeIn today's environment, higher education (HE) institutions need to become more efficient and participate in a competitive global market where client expectations are continually rising. In this new reality, quality is critical for success. While the economic benefits of quality have been long established, many HE institutions still ignore them at their own risk. This is especially true for service quality and this paper will focus on HE service quality management and improvement. This paper aims to discuss these issues.Design/methodology/approachThe paper implements Schneider and Bowen's model of the three tiers of service organizations and service quality management and improvement methods, on HE institutions.FindingsAn analysis of the service process within HE institutions reveals that the quality of service given to the customer tier (the students) by the boundary tier (all the employees who have contact with the students) is greatly dependent on the coordination tier (top HE management and its various departments). In this service chain, there are several problems and pitfalls that prevent the enhancement of service quality.Practical implicationsIn light of the three tiers of service model, the paper discusses practical implications and focuses on recommendations how to manage and improve service quality in HE.Originality/valueThe paper presents a comprehensive approach for managing and improving the service quality chain while addressing the integration between the coordination, boundary and customer tiers, with an emphasis on meeting students' needs and expectations.

Quality is the most important ingredient in Higher Education. It is not enough to provide only higher education, but it is also very important to ensure quality in it for development of any society. But question arises here: from where this quality comes? There are three agencies to ensure quality in higher education i.e. government or private management of educational institutions like universities & colleges, teachers and students. Unless all the stakeholders play their role sincerely, it is not possible to ensure a good quality in higher education despite huge budgetary allocations, modern infrastructure and technology. In the present study, the focus is only on the third part, that is, students. The rationale is if students are not committed to quality in their studies, whatever efforts are done by other two agencies, they come to a naught. It is very important that pupils play their role earnestly which will help to attain quality in higher education field. The present study aims to examine whether the students are committed to quality in their studies or not. The main focus of this study is on research scholar aspect of students’, because they can play an important role to develop their discipline. On research scholars depends the quality of research work done in any university to a large extent. It is the general perception that there is a serious lack of morals and ethics in the youth of India. If research scholars have no ethics and values, they will never be serious about their research work. There are many problem areas in this regard in India and the UGC with the objective of improvement in the quality of higher education in the country has notified several regulations. University Grants Commission undertakes maintenance of standards in teaching and research and quality assurance in universities, deemed to be universities and colleges through the mechanisms like framing regulations and schemes, disbursing grants to the eligible institutions. The main focus of this study is to see the commitment of research scholars towards quality, which is the key ingredient of education system and also to find out the reasons for the lack of their commitment towards quality in their research work. For the completion of this study both primary as well as secondary sources have been taped. The area of study is limited to research scholars of Punjabi University, Patiala, Punjab (India) only. Punjabi University is a State University of Punjab, established on April 30, 1962 in the erstwhile princely state of Patiala. The paper will present the findings with the suggestions that how we can commit the research scholars towards quality, ethics and values in higher education in India, because if they have committed to quality in their research work, only then their research can be useful to the development of their discipline and the country too.

Th e article discusses the features of the innovative type of social development and reveals the essence of an innovative society. The conditions of its formation. Particular attention is given to the quality of higher education. We study the system of higher educa- tion quality: quality of higher education building, the quality of the process of higher edu- cation and quality results of higher education. Different approaches to ensure the quality of higher education as a prerequisite for becoming an innovative society in Ukraine. Critical to the innovative development of higher education Ukraine should solve the problem of quality assurance. Its review should be carried out in the context of the Bologna Process, to which Ukraine was in 2005. Being a member of the Bologna process, Ukraine has committed to work to bring the quality of national education in line with Europeanм standa r d s and harmonization of legal and regulatory changes in higher education accord- ing to the standards and recommendations of the European higher education. The real change in the quality assurance of higher education institutions of higher education must take place with the implementation of the Law «On higher education», according to which the defined quality assurance system of higher education, which consists of: 1) system of universities as educational activities and quality of higher education (sys- tem of internal quality assurance); 2) a system of external quality assurance of higher education institutions and quality assurance; 3) quality assurance system of the National Agency for Quality Assurance in higher education institutions and independent assessment and quality assurance. Effective tool to ensure the quality of higher education in Ukraine serve European and national qualifications framework, including Qualifications Frame- work European Higher Education Area (2005), the European Qualifications Framework for lifelong learning (2003), the National Qualifications Framework (2011) and the imple- mentation of internal and external quality assurance in accordance with the standards and guidelines for quality Assurance in the European higher education area. Thus, innovative society marks a transition from a society based on industrial technologies to society, the basic content of which is innovation. It connects humanity with innovations its future fate, seeing them as the main source of social needs and the most important means of solving practical and spiritual problems. One of the most important conditions for innovative development of Ukrainian society is quality assurance, to ensure which requires imple- mentation of competency approach to the analysis of the quality of higher education, the implementation of complex tools of internal and external quality assurance in accordance with the standards and recommendations of the European Higher Education as a basis for the integration of the national system of quality assurance in the European system of as- sessment of learning outcomes of higher education applicants.