Abstract
We propose a new approach to classroom learning based on sequential numeral-division. It builds on the concept of trichotomy – division of students based on creamy-level, middle-level and weaker-level students -- proposed by the present authors. A sequenced series of formative assessments can map student progress and achievement, particularly in the case of weaker students. The idea behind the development of this model is to study if weak students perform better on critical-thinking tests in a collaborative learning setting rather than when they study individually. We propose a mathematical model to measure group activity/achievement, which is a complex function of several parameters. We collect data on different parameters for validation of the model in the near future.
Highlights
Over the past ten or twenty years, higher education institutions have grown very significantly and the job of managing them has become much more complex
2 Higher education institutions should put in place systems to capture feedback from students, and use this feedback to inform institutional and programme management, as well as national policy. ■■ A national student survey system should be put in place and the results published. ■■ Every higher education institution should put in place a comprehensive anonymous student feedback system, coupled with structures to ensure that action is taken promptly in response to student concerns
■■ The roles of teaching and research should be afforded parity of esteem.This should be reflected in resource allocation, in promotion criteria, and in the metrics used to assess performance at individual, institution and system level
Summary
Ireland’s higher education system has played a major role in the development of Irish society and the economy, and has an even more critical role to play in the coming decades as we seek to rebuild an innovative knowledge-based economy that will provide sustainable employment opportunities and good standards of living for all our citizens. Governance and leadership At the heart of this strategy is the recognition that a diverse range of strong, autonomous institutions is essential if the overall system is to respond effectively to evolving and unpredictable societal needs.Funding and operational autonomy must be matched by a corresponding level of accountability for performance against clearly articulated expectations.This requires well-developed structures to enable national priorities to be identified and communicated, as well as strong mechanisms for ongoing review and evaluation of performance at system and institutional levels. Higher education institutions need to identify and engage with a broader base of funding sources, and reduce their strong relative reliance on exchequer funding while improving the relevance and quality of their education and research This should be linked to a more responsive and open engagement with key stakeholders, students and enterprise, and a drive to find new ways to link higher education research and innovation capacity to the needs of the public and private sectors. The higher education system is not separate from the rest of society – it is integral to it.The standard of living enjoyed by Irish citizens is intimately bound up with the development of the higher education system.The implementation of the recommendations set out in this document will ensure that the Irish higher education system is enabled to make its full contribution to the tasks of improving the quality of life for Irish citizens, and of tackling the world’s major social, economic and environmental challenges
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