Higher Education Management System Research Articles

Using business process management simulation to support continuous improvements in higher education management system

Quality assurance has become an increasing importance topic in higher-education institutions. The countries that have signed the Bologna Declaration are agree to develop a quality-assurance process and governing body to ensure standard qualifications and quality throughout participating countries. The process approach is one of the crucial issues of the quality assurance models with description of responsibility, authority, procedures, plans and available resources. This research aims to support the decision about the organisation (resources allocation, process sequence, etc.) to improve the performance level. The main importance regards the simulation analysis instead of the only process description proposed in literature. The method proposed concerns the process modelling, defining the main influences for the performance and the simulation models for the numerical analysis. A case study in an Italian university based on the proposed method is developed improving the organisation with higher performance.

Оценка качества реализации образовательной деятельности как воплощение постулатов философии качества

<p class="a">В статье представлен анализ понятия «качество» в истории и современности, анализ подходов к проведению оценки качества образовательной деятельности в высшем учебном заведении и выработка интегральной концепции оценки качества. Методология исследования включает в себя анализ и синтез эмпирического опыта, методы включенного наблюдения и обработки накопленных данных.</p><p class="a">Сделан обзор становления понятия «качество» в истории философии, определены ключевые значения и эволюция смыслового наполнения. Определены проблемные поля в оценке качества, исходя из его философского понимания: несводимость качества к количественным характеристикам, представление о качестве как о постоянно улучшающейся величине, системность и многомерность качества. На пути оценки качества в образовательной сфере выделены уровни управления качеством образовательной деятельности от уровня высшего руководства, через уровни учебно-методического управления, факультетов и кафедр к базовым уровням преподавателя и студентов. На уровне высшего руководства представлены существующие практики по оценке качества образовательной деятельности со стороны органов государственной власти и независимой оценки качества, проанализирована возможность распространения данных методик на другие уровни образовательной деятельности.</p><p class="a">Систематизированы применяемые на каждом уровне механизмы оценки качества образовательной деятельности и показана возможность их интеграции для получения максимально объективной оценки с учетом требований всех заинтересованных сторон.</p><p class="a">Раскрыта результативность применяемых механизмов оценки качества образовательной деятельности и представлена возможность их интеграции в рамках системы менеджмента качества высшего учебного заведения.</p>

Analysis on the Reform of University Management System under the Internationalization of Higher Education

This paper is based on the background of internationalization of Higher Education and expounds the connotation of the internationalization of higher education. Then the problems existing in the management of colleges and Universities under the internationalization of Higher Education are analyzed from the construction of teachers' team, management mechanism, information technology software and hardware construction, management of foreign affairs and foreign cooperation and other aspects. At last, the approaches to reform the management system of Higher Education under the internationalization of Higher Education are analyzed from the management concept of teachers, improving the curriculum system, software and hardware facilities, the management of foreign affairs and diplomatic cooperation.

EDUCAÇÃO SUPERIOR NO PERÍODO DE 1995 A 2010: NOVOS CENÁRIOS A PARTIR DA GOVERNANÇA

This article aims to reflect on governance in higher education and has the general objective to demonstrate through statistical data the admission of students and the increase in enrollment, from 1995 to 2010. This period was selected to highlight the changes in globalization scenario in Brazil and also due to the development of new programs that have been linked to higher education. It was used methodologically the database of the National Institute of Educational Studies Teixeira (INEP) to develop a quantitative and descriptive study using secondary data. It can be considered finally that according to data presented to the governance of the area coupled with the investments and institutional arrangements in higher education management system were very expressive.

ТЕСТОВИЙ КОНТРОЛЬ ЯК УМОВА ЗАБЕЗПЕЧЕННЯ ЕФЕКТИВНОГО ВПРОВАДЖЕННЯ СИСТЕМИ УПРАВЛІННЯ ЯКІСТЮ ВИЩОЇ ОСВІТИ

The article deals with the problems of implementation of quality management system of higher education into the work of higher educational institutions with the aim of improvement of the effectiveness of management of educational process and quality control of educational services. The role of testing in the system of students’ knowledge measurement, classification of tests, factors of implementation of testing into higher education system, selection criteria of test material content have been revealed. The effectiveness of the methodology of test control realization in the process of verification of students’ knowledge at technical higher educational establishments.

New Reforms in the Management of the University: Transition from Centralized to Decentralized (University-Based Management) in Iran

This article focuses on new reforms in Iran's higher education management system — Transition from centralized to decentralized (University-Based management — UBM). This is an important subject since Iran's Ministry of Science, Research, and Technology (MSRT) has begun to introduce new reforms for the improvement and the enhancement of Iranian universities' management and movement it toward an independent and self-regulated system. The article examines new management reform in three key areas: university financing, quality and operational performance, and organization or the university system. It may be interpreted within a framework of planned, political–dialectical model, and socio-cultural model. Does this mean a move from idealism to a realistic perspective in relation to the problems and issues of universities in Iran? In addition, enabling conditions and barriers involved in implementing the new reforms are discussed.

Higher Education in the Sultanate of Oman: The challenge of access, equity and privatization

During the renaissance of the last 30 years, the Sultanate of Oman has established a relatively large and diverse system of general (pre-tertiary) education. The rapid and dynamic expansion of general education has produced an ever-increasing demand for higher education unmatched by supply. This discrepancy has yielded a large number of secondary school graduates competing for limited numbers of higher (post-secondary) public education places in the Sultanate of Oman. This paper surveys the system of higher education in the Sultanate of Oman. It examines the challenge of access, equity and privatization in light of the current predicament of a disparity between supply and demand for higher education in the Sultanate of Oman. Results from the study indicate a lack of a consolidated system of higher education. The current system is managed by a number of different ministries and government authorities. There is no tradition of charging fees and tuition in the public system of higher education. Privatization of higher education in the Sultanate of Oman is a relatively recent market orientation phenomenon. There is no established mechanism for student loans in place. The practice of endowment and philanthropy in higher education is non-existent; this is exacerbated by an absence of allowable tax deductions for donations. The paper proposes a framework for a consolidated management system of higher education along with market orientation reforms and remedial strategies for higher education in the Sultanate of Oman.

Software Reviews : DSS Demonstrator, Release 1

The National Center of Higher Education Management Systems (NCHEMS) is a nonprofit organization whose purpose is "to enhance your ability to construct a decision support system that fits the environment of your particular institution." Dss Demonstrator (authors William L. Tetlow et al.) is intended for use with Lotus 1-2-3.

Nontraditional and Traditional Student Persisters and Nonpersisters in the Community and Technical College

A study was conducted with Community and Technical College students enrolled at the University of Akron, a major urban university, during the 1978–1979 academic year. Students were divided into traditional and nontraditional persisters and nonpersisters, and if they were placed on academic probation, they were removed from the study. These students were given modified National Center for Higher Education Management Systems (NCHEMS) questionnaires for program completers and noncompleters. The questions tested for varying degrees of satisfaction with the University and reasons for withdrawal concerning various academic, socioeconomic, and environmental press variables. In addition, selected demographic variables from the student masterfile were tested, along with the questionnaire responses in 99 research hypotheses using multiple linear regression and corrected for multiple comparisons. Results indicate that 13 hypotheses were found to significantly discriminate between traditional and nontraditional community college students. The persisting nontraditional students appeared to be more satisfied with the University concerning a few variables, greater proportion attended part-time, during the day, enrolled for less hours, and had a greater high school grade point average than their traditional counterparts. The nonpersisting, nontraditional students were similar to their persisting counterparts, except that traditional nonpersisting students had a higher high school grade point average, lived at greater distances from the school, and attended day time classes as compared to nontraditional students.

Stated Reasons for Withdrawal and Degrees of Satisfaction Among Student Persisters and Nonpersisters

Revised questionnaire forms of t k National Center for Higher Education Management Systems' Confidential Questionnaire lor Nonreturning Students, and Student Outcome Questionnaire for Program Completers were given to students enrolled in the Community and Technical College and the General College (renamed University College) during the 1978–1979 academic year at The University of Akron. The response rate of useable questionnaires varied from 22 percent of nonreturning students (485) to 28 percent of the continuing students (485) to 28 percent of the continuing student population (2995). Discriminative analysis of demographic variables were completed to assess selection bias for student nonpersister respondents and nonrespondents. Conflict with job and studies, not enough money for school, and needed temporary break from school were reasons for withdrawal cited by more than 20 pcrcent of the student nonpersister respondents. Student nonpersisters listed the factors of counseling and advising services, financial aid opportunities, and quality of instruction more frequently as the first factors if changed, would have encouraged them to stay at the University. Student persisters listed registration processing, parking availability, and television courses as the most frequent items to be changed first in order to better serve them at the University.

Development of Higher Education Product-Value Indexes

Sage Technical Report No. 17, Workplans for Developing Educational Indicators, called for the development of first-approximation product-value indexes for public and private colleges and universities. These indexes were to be used to examine the relative attractiveness of program offerings to students and the relation of program offerings to the viability of the institutions themselves. Eight composite indexes describing the market values of degrees awarded by colleges and universities, termed Higher Education Product-Value Indexes (HEPVI), were developed and are presented in this technical report. These measures are used to describe the program offerings and changes in program offerings over time for schools in six institutional sectors and 17 National Center for Higher Education Management Systems (NCHEMS) institutional classifications. Several of these measures are also shown to be significantly correlated with the levels of distress experienced by higher education institutions in three of the six sectors. A technical appendix is attached and presents additional details and data relevant to the construction of these indexes. The principal data sources used in this study were the Higher Education General Information Survey (HEGIS), the Occupational Outlook Handbook, published by the U.S. Department of Labor, and the annual surveys of starting-salary offers made to recent graduates conducted by the College Placement Council.