Quality Of Higher Education Institutions Research Articles

THE EUROPEANIZATION OF PORTUGAL

ABSTRACT The article aims to explore Portugal's performance in some areas that can be included in a wide concept of Europeanization: the state of the economy, the rule of law, and education. It starts with a brief reference to the evolution of the Portuguese economy since the European accession to conclude that with the adoption of the single currency Portugal entered into a phase of clear economic divergence, making it an exception within the EU. Section 2 is devoted to the rule of law. It highlights how a modern and updated legal system can have an outcome that threatens some basic foundations of the rule of law, and can also contribute to increasing social inequality. The last section focuses on some problems affecting education. Particular attention is drawn to the performance of the secondary education system and to issues related to the quality of higher education institutions.

Comparison of Academic Achievements of Public and Private Diploma Graduates at Degree Level in Public HEI (AAUCC)

This study attempted to examine the academic achievements of evening degree students from private and public colleges training background, at Addis Ababa University College of Commerce (AAUCC), during 11 consecutive semesters. The specific objectives of the study were to compare the performance differences, if any, between the two groups of students; to see the conditions of dropout and academic dismissal; and to find out possible measures that may be taken by the concerned bodies. Data for this study were collected from the Record Office of the college (AAUCC). The data of 344 public group and 89(because the admission quota was only 20% for the private) private group students of three departments of the college (Accounting, Business Administration and Information Systems and Marketing Management) were collected and analyzed. The study used quantitative data as its major source of information even though there were some qualitative data obtained from interviews with instructors, students, and counselor. The results of the study revealed that there were statistically significant differences between private and public groups. Except during 3 semesters of the Department of Marketing Management, the public group students performed better during all the 11 semesters of the two departments and during 8 semesters of the other department. Dropout in general and dropout due to academic reason were also higher for private group students. Moreover, the interviewees highly stressed that private and public institutions should work together to maintain higher education system attuned to the public good. Ideas were further discussed and implications about quality in higher education institutions were underlined.

O NOVO SISTEMA DE AVALIAÇÃO E ACREDITAÇÃO DO ENSINO SUPERIOR: IMPACTO, REPERCUSSÕES E BENEFÍCIOS

The creation of a quality assurance system capable of international recognition is among the designs of the recent approval of the higher education legal system of evaluation. With this scheme, the Government intends to establish parameters for assessing quality, which include education, the qualifications of the faculty, the strategy adopted to ensure the quality of education, the scientific, technological and artistic activity, appropriated to the mission of the institution and international cooperation. The adoption of these measures aimed at achieving improved quality of higher education institutions, to provide information to the company founded on the performance of institutions, as well as the development of an internal institutional culture of quality assurance. This evaluation is mandatory and takes place in the European system of quality assurance in higher education. The agent of such assessment are the self-assessment, which is performed by each institution of higher education, and the external assessment, serving as basis for the process of accreditation, which is performed by the assessment and accreditation agency to assure the quality in higher education. The Agency for Assessment and Accreditation of Higher Education was legally established in November 2007. The accreditation of higher education institutions and their courses is mandatory and can be an initiative of the Agency or of the higher education institutions themselves, which show interest. It is proposed in this paper to present develop the recent challenges faced by higher education institutions, giving special focus to the stage where the implementation of those government’s measures are.

My place or yours? Perceptions of, and selection choice criteria for, higher education institutions: the case of UK and Malaysian students

There have been a number of studies aimed at assessing student's perceptions of higher education institutions (HEIs) from around the world and based on the results, informing university recruitment strategies and plans. However, no study has addressed a comparison of the UK and Malaysian student's perceptions of the quality of HEIs around the world, or the reasons for, and influencers on, the choice of them. This undergraduate study, based on a large sample of students in one typical HEI in the UK and Malaysia, addresses these issues and shows surprising similarities between both sets of students in terms of perceptions of institutional quality, reputation, reasons for choice of HEI and influencers of choice. Based on the results, recommendations are made on relevant marketing strategies not only to attract international students, but also to address important factors, such as 'location' (e.g. city or rural), 'reputation' (e.g. reputation of university staff), 'learning environment' (e.g. quality of course content, course information and learning materials) and 'career prospects' (e.g. reputation of university for employability after study).

A State-Supported, Merit-Based Scholarship Program that Works

The Millennium Scholarship Program, which provides merit-based scholarships for Nevada's students, is designed to increase college participation, college persistence, and the number of in-state students enrolling in state institutions of higher education (IHEs). Data gathered over the past five years reflect that Nevada's Millennium Scholarship Program has successfully met its goals. Further, it has improved student quality in IHEs, as is evident by a lower percentage of students taking college remedial courses. A major focus of this study is to demonstrate how Nevada's merit-based scholarship program may serve as a model for other states attempting to improve college participation.

Quality Assessment Lessons from Australia and New Zealand

This article describes two recent efforts to rank the quality of higher education institutions in Australia and New Zealand. After a brief discussion of goals, methods, and results, the author evaluates each ranking using the following questions: Does this methodological approach achieve its objective? Can other countries use the methodology by extension? What can we learn about a country's higher education system using this approach? The aim is to provide readers with a framework for thinking critically about rankings, and about the role they might play in measuring and influencing higher education quality on a global scale.

“Fit for purpose” – towards tracking the quality of university education of entry-level journalists

Debate about the extent to which university education should serve industry is an important consideration for institutions of higher learning in a transforming South Africa, and particularly for those teaching would-be journalists. This issue can also be profitably analysed with reference to the current framework of the South African education authorities who argue that the quality of higher education institutions should be measured in terms of their “fit for purpose” to missions aligned to stakeholder interests in the transformation of the country as a whole. This criterion for quality assessment tends to focus on the educative processes within a university, but it can be argued that it ought to extend into the examination of the output consequences of journalism teaching. This would amount to not just fitness for purpose, but also achievement of purpose – and the latter including a creative and critical impact. Many quality assessment systems in the UK and USA lack this dimension, but a case can be made for South Africa to also assess quality in these terms. Against this background, the “final” fit for purpose should be gauged through tracking the impact of the educational process on the industry and society, drawing on particular mechanisms and methodologies. The results would contribute much to measuring the quality of university education for entry-level journalists.

Some Guidelines for Academic Quality Rankings

While rankings are a popular method for comparing the relative quality of higher education institutions, there is much confusion and debate over which indicators to use and how to present the information in ranked format. This article offers some guidelines in both areas as well as questions to consider at each stage of the ranking process.

The culture and quality of higher education institutions: examining the links

A more rigid and specific quality management system in higher education institutions (HEIs) is developing under the auspices of the Quality Assurance Agency. The use of models of organisational culture suggest that organisation cultures vary greatly in the higher education sector. Within each HEI there is a mosaic of sub‐cultures making it very difficult to discern what is the dominant culture. The author’s initial analysis of an empirical study of seven HEIs points up the great variance of culture which emanates from differing mission statements, aims and objectives, size and nature of student intake, range of courses and emphasis on research. This article questions whether the developing quality management approach based on standards and benchmarks can gauge accurately and fairly the quality of provision in such a variety of HEIs.

Managing Quality in Higher Education Institutions of the 21st Century: A Framework for the Future

The Australian university system developed with a commitment to academic independence of the sort expressed by von Humboldt in early nineteenth-century Europe. ‘Pursuit of truth’ came to be seen by many members of the academic community as a sufficient safeguard of quality outcomes in higher education. However, changes such as ‘massification’ and subsequent blurring of the divide between university and vocational education have led to increased demands for accountability. Much of the current policy framework relating to higher education will probably survive for many years, despite movements in the political spectrum, and the issue of quality must be reassessed in this context. Suggested models for the future assessment of quality in higher education include the development of statements of purpose for individual institutions, increased benchmarking among institutions of similar natures, more use of student feedback, and appraisal of quality in research.

Professional Development and Quality in Higher Education Institutions of the 21st Century

THE issue of quality in higher education in Australia, as elsewhere, remains problematic. This is not surprising given that past and current approaches at both the institutional and sectoral levels have tended to focus on the assurance, assessment, monitoring, and reporting of quality rather than on the improvement of quality itself. Quality is not something that needs simply to be monitored and measured. Rather, it must be actively managed with a view to continuous improvement and development. This paper describes a model for continuous improvement of quality in higher education and the central role that professional development plays in such a process.

Could ‘Criteria’ used in Quality Assessments be Classified as Academic Standards?

AbstractThe Higher Education Funding Council for England was given responsibility by the government of the day for assessing the quality of higher education institutions in England. It decided to make subject areas the focus of these quality assessments, within an objectives‐based approach to assessment. Assessments are made by peer subject assessors during visits to institutions. The report postulates that criteria‘other’than the aims and objectives of the institutions and subjects areas were used in the assessments. An analysis was done of reports of the assessments done in 1993–94. The study identifies which criteria were used and argues that these could be labelled as academic standards.

Quality assurance in higher education: a coat of many colours

This paper gives a short overview of the various methodologies currently used to assure quality in higher education institutions. It then outlines the various activities involved in each, discusses some of the reasons for the development of the current situation, makes some critical and comparative comments on the key methodologies, and concludes with a discussion of the role of BS EN ISO 9000 and university charters.