Perceptions Of Academic Quality Research Articles

Identifying higher education students’ profiles of academic engagement and burnout and analysing their predictors and outcomes

A review of research on the relationship between academic engagement and burnout reveals three research gaps as most of the research was conducted: i) without analysing all its multiple dimensions; ii) from a variable-centred perspective; and iii) in educational contexts other than higher education. We seek to address these gaps and thus enhance our understanding of the nature of the mentioned relationship. Adopting a person-centred perspective, a latent profile analysis (LPA) was used to identify how all the dimensions of academic engagement and burnout combine in different profiles of higher education students (n=430). Additional analyses were used to validate these LPA profiles by relating them to a set of auxiliary variables (i.e., predictors and outcomes), grounded on theoretical models relevant to higher education. LPA revealed three ordered profiles (burned-out, moderately engaged and engaged) and the additional analyses detected statistically significant associations between predictors (e.g., perceptions of academic quality, perceptions of stress) and profile membership; and between these and outcomes. The latter tended to be ordered from the least to the most desirable in learning strategies (e.g., self-regulation, deep processing) and learning outcomes (e.g., generic skills, satisfaction), with the most desirable generally being associated more with the two engaged profiles than with the burned-out profile.Taken together, the findings i) expand our understanding of the nature of academic engagement and burnout in higher education, suggesting that they are related but independent constructs at different levels (high/low and weaker levels), and ii) hold implications for theory, methodology and educational practice (adjusted to the distinctiveness of the detected profiles).

Asociación entre la calidad de 3 tipos de rotación clínica y el enganche académico de estudiantes de Medicina

IntroductionThe association between academic quality of clinical rotations and academic engagement of medical students is not well known. This work aims to study this association in three clinical rotations (hospital, simulation, and during the pediatrics course in the context of the Covid-19 pandemic. Material and methodsCross-sectional correlation study with medical students who completed pediatric clinical rotation. Academic quality and engagement were assessed using the ROTA-Q and UWES-S 17 questionnaires, respectively. The means and standard deviations of each variable were computed, and the correlations were evaluated using the Pearson test (significant if p<0.05). Results44 students participated. The average of the ROTA-Q scale was 4.39 ± 0.62 [1–5] and that of the UWES-S 17 scale was 4.28 ± 0.90 [1.76–6]. The Pearson coefficient between the quality of the rotations and the students’ academic engagement was 0.319 (p < 0.05). The association with academic engagement was highest in the tele-education rotation, followed by the simulation rotation, and finally, by the hospital rotation. ConclusionsThe academic quality of the pediatric rotation is positively related to students’ engagement in academic activities. The perception of academic quality, engagement levels, and the association between these variables were highest in the tele-education rotation. Actions are necessary for the continuous improvement of quality and the promotion of training mediated by tele-education and simulation.

Assessing university students' perception of academic quality using machine learning

PurposeThe aim of this research is to assess the influence of the underlying service quality variable, usually related to university students' perception of the educational experience. Another aspect analysed in this work is the development of a procedure to determine which variables are more significant to assess students' satisfaction.Design/methodology/approachIn order to achieve both goals, a twofold methodology was approached. In the first phase of research, an assessment of the service quality was performed with data gathered from 580 students in a process involving the adaptation of the SERVQUAL scale through a multi-objective optimization methodology. In the second phase of research, results obtained from students were compared with those obtained from the teaching staff at the university.FindingsResults from the analysis revealed the most significant service quality dimensions from the students' viewpoint according to the scores that they provided. Comparison of the results with the teaching staff showed noticeable differences when assessing academic quality.Originality/valueSignificant conclusions can be drawn from the theoretical review of the empirical evidences obtained through this study helping with the practical design and implementation of quality strategies in higher education especially in regard to university education.

A Bayesian longitudinal model for quantifying students’ preferences regarding teaching quality indicators

The aim of the paper is to estimate the posterior mean values and analyze the posterior variation in students’ prioritization of teaching quality components within a 10-year frame. The results are based on longitudinal data gathered among Greek university students during the period of the national economic crisis in Greece spanned from 2009 to 2018. The analysis consists of fitting a Bayesian hierarchical beta regression model with a Dirichlet prior on the model coefficients that correspond to twenty quality attribute measures. Using this natural way to implement the usual constraints, the model coefficients can be interpreted as weights and thus they measure the relative importance that the students give to the different attributes. By estimating the posterior means and positioning measures of all consecutive sampling instances and summarizing posterior distributions of the differences between consecutive periods in the model weights, the study identifies and evaluates the major changes and patterns in students’ perception of academic quality over the ten-year sampling period.

Academic excellence through scholarly research and publications

In the present academic world, excellence is often defined, proved and traded by using the level – both quantitative and qualitative – of scholarly research and publications realized by the staff of higher education institutions. This vision is grounded into the North American perception of academic quality, which was willingly adopted and applied by the top-ranking institutions, consequently becoming standard currency in today’s globalized academic marketplace.&#x0D; Although this vision has undisputable merits – especially in what concerns the capacity to clearly measure academic quality by using the number and ranking of scholarly publications, it may not always be adopted and recognized as the most desirable yardstick of organizational excellence by some stakeholders of higher education institutions. To investigate the relationship between academic excellence and scholarly research and publications, from the perspective of various stakeholder groups, we initiated in May 2018 a research project centered around the evolving research strategy of Montpellier Business School (MBS), located in the south of France.&#x0D; Founded in 1897, in the last 15 years MBS has known an impressive growth in the number of students and professors. Presently accredited by both the French higher education bodies, and by international institutions (AACSB, EPAS, AMBA), MBS has followed a distinctive strategy that led to a position of leader in the French market of apprentice students – students that follow their studies while working in (and being paid by) companies. In parallel, to achieve the quality standards required by national and – especially – international accreditations, the school introduced an ambitious program of increasing the number and quality of academic publications. At present, although academic quality is holistically defined and measured using three indicators (i.e., pedagogical quality, research quality, and general service), the evaluation of professors’ contribution is skewed towards research excellence.&#x0D; We collected primary data through face-to-face semi-structured interviews with a sample of 20 people, from each of the following categories of stakeholders: students, professors, companies. To avoid “politically correct answers” the discussions took place in informal settings, without revealing the aim of the project. The answers and the notes regarding the “non-verbal” behavior displayed by interviewees were written down immediately after the discussion, and then manually coded by the researcher, using open and axial coding techniques.&#x0D; The results indicate, as expected, that the perception of stakeholders regarding this topic depends on their specific interests and profiles. Although, in principle, all stakeholders outlined the importance of scholarly research and publications for knowledge creation, professional evolution, and theoretical understanding, from a practical perspective, many interviewees – especially company representatives and students – deplored the strong focus on theoretical research that has little relevance for their professional development and applications. Among some thought-provoking findings is the opinion that a good researcher is often a poor teacher, in direct relation to the level of his/her publications’ ranking, and that scholarly research and publication increasingly functions as a closed hierarchical system that has lost touch with the practical questions and needs of company managers and students.

Factors influencing Omani students' selection of higher education institutions: an emphasis on undergraduate and postgraduate students

The study aims at investigating the factors that influence students' selection of higher education institutions in Oman. For that purpose, a sample of 384 respondents was randomly selected from various Omani regions and universities. The study used mean values to rank the factors based on the students' responses following Friedman's test. In addition, factor analysis was also used to summarise these factors, and analysis of variance (ANOVA) to investigate any differences in the selection factors across genders and education levels. The findings revealed that the main factors for university selection are the academic and financial benefits and advantages closely followed by the quality and reputation of the universities. In addition, the findings revealed that there is a significant difference across education levels with regard to the perception of academic quality, accommodation, as well as reference to website advertisements. These findings have significant contributions to the Omani universities, as well universities in similar contexts. Particularly, it provides the universities with insights on the main dimensions and characteristics to emphasise in order to enhance their overall performance.

The National Student Survey: validation in Portuguese medical students

The UK National Student Survey (NSS) is a sound and widely used instrument for assessing students’ academic experiences. We aimed to translate the NSS for Portuguese students and to validate the instrument in a sample of medical undergraduates. The research team translated and adapted the NSS for Portuguese students (NSS-P). The survey was administered on an online platform to 1,256 final-year students at eight Portuguese medical schools. A total of 329 medical students (69.9% female) replied to the NSS-P, a response rate of 26.2%. Confirmatory factor analysis showed that the original six-factor structure had an adequate fit to the data. Adequate internal consistency was observed for all the subscales. Medium to large correlations were found among all the subscale scores and between the subscale scores and the students’ overall satisfaction. Multiple regression showed that the scores on the Teaching, Organization and Management and Personal Development subscales significantly predicted the students’ overall satisfaction. Approximately 64% of the students reported being satisfied with the quality of their courses. Significant differences among the medical schools in their NSS-P scores were found. The NSS-P is a valid and reliable measure for assessing medical students’ perceptions of academic quality.

The role of ethnicity in the attainment and experiences of graduates in distance education

In the UK, the attainment of White graduates (as measured by the class of honours that they have been awarded) tends to be higher than that of graduates from other ethnic groups. This is apparent, in particular, in graduates who have taken courses by distance learning with the Open University. Analysis of data from Open University graduates over three successive years yielded no evidence that the latter trend could be attributed to confounded demographic variables. A postal survey found little variation in perceptions of academic quality or reports of personal development among Open University graduates from different ethnic groups. Quantitative variations in the attainment of graduates from different ethnic groups are not necessarily reflected in qualitative variations in their experience of distance education.

The impact of computer‐mediated interaction on distance learning

AbstractDistance‐learning courses were classified with regard to their use of computer‐mediated interaction and the degree to which such interaction was integrated into the curriculum and the assessment regime. This produced four groups of courses varying according to their use of interaction and integration. The impact of interaction and integration was investigated in terms of their effects on students' performance, their perceptions of academic quality and their approaches to studying. In all three respects, variations within the groups of courses proved to be more important than variations between the groups. Interpretation of these results suggests that the adoption of interactive environments within computer‐mediated learning may not be enough in itself to lead to positive learning outcomes. We found no evidence for this assumption in terms of students' completion rates, pass rates, grades, perceptions of the quality of their courses or approaches to studying. Large variations in the measured indicators were found between courses, and these appeared to be largely independent of the effects of interaction and integration. Courses may differ markedly with regard to how they make use of computer‐mediated interaction and how this is integrated into the curriculum and the assessment regime. A case study approach is suggested as being more likely to identify the impact of specific designs based on computer‐mediated interaction and to bring together the diverse student responses arising from the use of such interaction in their studies.

Perceptions of academic quality and approaches to studying among technology students in distance education

Primary objective. To examine perceptions of academic quality and approaches to studying in students taking six technology courses by distance education. Research design. Students taking four courses received an end-of-course questionnaire. The following year, students taking all six courses received a mid-course questionnaire. Method. The Course Experience Questionnaire and the Revised Approaches to Studying Inventory were administered in a postal survey to 3539 students of the UK Open University. Outcomes and results. Across successive levels of study, students were progressively less likely to adopt a deep approach, were more likely to adopt a surface approach and rated their courses less favourably, especially with regard to the workload and materials. Between the middle and end of a course, students were more likely to adopt a deep approach and gave more positive ratings with regard to the materials and amount of choice. Conclusions. The survey instruments can be recommended as useful tools for monitoring the experiences of engineering and technology students.

Students' perceptions of academic quality and approaches to studying in distance education

Attempts to demonstrate a relationship between students' approaches to studying in higher education and their perceptions of their academic context have been bedevilled by limitations of the research instruments and the problem of aggregating students' perceptions and approaches across different course units. The extended version of the Course Experience Questionnaire (Wilson et al., 1997) and the Revised Approaches to Studying Inventory (Entwistle et al., 2000) were adapted for use in distance education and administered in a postal survey to students taking seven courses by distance learning with the Open University. Usable responses were obtained from over 2100 students. Both instruments proved to be remarkably robust, and the students' scores on these two instruments shared 61% of their variance. Students' perceptions of the academic quality of courses in distance education are strongly associated with the approaches to studying that they adopt on those courses.

How Social Class Differences Affect Students' Experience of University

The present paper outlines the experiences reported by students from different social class backgrounds who have recently graduated from university. Students from manual skilled and partly skilled backgrounds were classed as disadvantaged, while students from professional or intermediate backgrounds were classed as advantaged. Data were collected from the same cohort of students on seven occasions across their university career. Students completed questions about their family background, paid employment, financial concerns, participation in recreational activities, perceptions of academic quality and perceptions of social support. Results showed that students from disadvantaged backgrounds were less likely to have parents that attended university, more likely to have been in paid employment, less likely to have participated in non‐academic activities and spent fewer evenings per week socializing compared with students from advantaged backgrounds. Also, there was some evidence of less positive perceptions of social support among disadvantaged students. However, there were no social class differences in ratings of teaching quality and all students reported high levels of financial concern. These findings are discussed in relation to proposed changes to the way higher education is funded in Britain and the implications these changes will have on recruiting students from disadvantaged backgrounds.

Approaches to studying and perceptions of academic quality in deaf and hearing students in higher education

Deaf students at two institutions of higher education and hearing students taking the same degree programmes completed the Course Experience Questionnaire and a short version of the Approaches to Studying Inventory. The deaf students were just as likely as the hearing students to adopt a meaning orientation to their studies but were more likely to adopt a reproducing orientation. This was particularly true of those deaf students who preferred to communicate through sign language. However, the deaf students evaluated their programmes just as positively as did the hearing students. It is concluded that deafness per se has no impact on students' perceptions of academic quality, and that deafness and perceptions of academic quality are mutually independent determinants of approaches to studying in higher education. Copyright © 2004 Whurr Publishers, Ltd.

Approaches to studying and perceptions of academic quality in deaf and hearing students in higher education

Deaf students at two institutions of higher education and hearing students taking the same degree programmes completed the Course Experience Questionnaire and a short version of the Approaches to Studying Inventory. The deaf students were just as likely as the hearing students to adopt a meaning orientation to their studies but were more likely to adopt a reproducing orientation. This was particularly true of those deaf students who preferred to communicate through sign language. However, the deaf students evaluated their programmes just as positively as did the hearing students. It is concluded that deafness per se has no impact on students' perceptions of academic quality, and that deafness and perceptions of academic quality are mutually independent determinants of approaches to studying in higher education.

Editorial

The first article in this issue raises some fascinating issues that relate to my own background in research into student learning and experience of courses in conventional higher education. Richardson, Long and Woodley have administered the Academic Engagement Form', used widely in colleges in the USA, and the 'Course Experience Questionnaire', used widely in universities in Australia, to distance learning students. John Richardson and various colleagues have previously shown that these questionnaires, separately, work as well in distance learning contexts as they do in conventional contexts: that is, they identify the same factors as components of students' experience, and the same factors relating to overall perceptions of quality of experience, as in conventional contexts. Of the many findings reported in the study reported in this issue of Open Learning, two stand out for me. First, academic engagement is shown to play a key role in students' perceptions of academic quality: engaged students perceive their course to be of higher quality. This does not tell us if students who are happy with their courses become more engaged or if those who are engaged become happier with their courses, however, merely that they are related. 'Engagement' here encompasses both social and academic engagement as defined in Tinto's model of student retention. Second, students' overall perceptions of academic quality are mediated by their perceptions of their tutors. The authors conclude: '... the attitudes and behaviours of tutors are crucial to students' perceptions of the academic quality of courses in distance education'. In conventional contexts the item on the Course Experience Questionnaire that relates most closely to student performance concerns the quality of teacher feedback, not teaching, and this is easy to understand in a distance context. The methodology of this paper (relying on factor analysis of questionnaires and multivariate analysis of the relationship between questionnaire scale scores and background variables such as age, gender, educational qualifications, workload and hearing status) may be relatively unfamiliar to readers of Open Learning. What is perhaps more familiar is that such an analysis adds to similar conclusions about the centrality of the tutorial role in ODL students' learning from very different kinds of study (such as of the relationship between tutorial attendance and student performance). There is a growing body of evidence that the same variables are involved in student perceptions of courses and of academic quality in distance learning contexts as in conventional contexts.

Approaches to studying and perceptions of academic quality in a short web‐based course

AbstractBoth the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI) were administered to students who were taking an introductory web‐based course in computing. The constituent structure of both questionnaires was preserved in this distinctive context, and the students’ scores on the individual scales of the CEQ and the RASI shared over 80% of their variance. Students’ perceptions of academic quality were positively associated with their adoption of desirable approaches to studying and negatively associated with their adoption of undesirable approaches. Students’ academic attainment was positively associated with their perceptions of academic quality and their adoption of a strategic approach to studying and negatively associated with their adoption of a surface approach to studying.

Approaches to studying and perceptions of academic quality in electronically delivered courses

AbstractThe Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to students who were taking electronically delivered courses in computer science. The constituent structure of the CEQ was preserved in this distinctive context, and a second‐order factor analysis confirmed its role as an index of perceived academic quality. The students' scores on the individual scales of the CEQ and the ASI shared nearly two‐thirds of their variance. In short, approaches to studying in electronically delivered courses are strongly associated with students' perceptions of the academic quality of those courses.

Approaches to Studying and Perceptions of Academic Quality in Distance Education

The Course ExperienceQuestionnaire (CEQ) and a short form of theApproaches to Studying Inventory (ASI) wereadapted for use in distance education and wereadministered to students taking six differentcourses with the Open University. Theconstituent structure of the CEQ was preservedin this distinctive context, and a second-orderfactor analysis confirmed its status as ameasure of perceived academic quality. Thestudents' scores on the individual scales ofthe CEQ and the ASI shared almost half of theirrespective variance. It is concluded thatapproaches to studying in distance educationare strongly associated with students'perceptions of the academic quality of theircourses.

Perceptions of academic quality among students with a hearing loss in distance education.

There has been little research on the experiences of students with a hearing loss in mainstream higher education. This investigation compared perceptions of academic quality in 265 students with a hearing loss who were taking courses by distance learning and 178 students taking the same courses who had no declared form of disability. Students who were classified as hard of hearing (rather than deaf) produced significantly lower ratings of the appropriateness of their academic workload than did the students with no declared disability, but the ratings produced by students who were classified as deaf were not significantly different from those produced by the comparison group. In other respects, the students with a hearing loss were remarkably similar to the students with no declared disability in their perceptions of academic quality and their overall satisfaction with their courses.

Perceptions of academic quality among students with a hearing loss in distance education.

Perceptions of academic quality among students with a hearing loss in distance education.