Quality Of Undergraduate Education Research Articles

Text Analysis of the System of Changing Majors in Chinese Universities

The major, as the most basic unit for cultivating talents, has always been a subject of public concern. The choice of major affects the effectiveness of talent cultivation, and the correct choice of major is one of the key factors affecting the level of study commitment and state, as well as the student's college experience and the quality of undergraduate education. It is crucial to pay close attention to the adjustment and conversion of majors for students who are dissatisfied with their majors after entering a university. This paper lists the theoretical basis for major transfer, describes the development of relevant major regulations in China, and analyzes the implementation regulations of five randomly selected universities, it raises issues and provides relevant suggestions.

Reflections on Small-Class Teaching in Veterinary Medicine Undergraduate Programs in China.

As a cornerstone of higher education in China, the quality of undergraduate teaching is crucial for nurturing high-caliber innovative talents that meet the needs of national and social development. Small-class teaching has emerged as a focal point in the reform of undergraduate education and represents an important approach to cultivating top-notch innovative talents. Veterinary medicine is a scientific discipline that encompasses the prevention, control, diagnosis, and treatment of animal diseases. It also involves efforts to prevent the transmission of animal diseases to humans. The training of professionals in this field should emphasize the integration of theoretical knowledge with practical skills. Therefore, small-class teaching facilitates open communication between educators and students, which is instrumental in fostering a new generation of veterinarians equipped with robust professional knowledge, excellent practical abilities, and strong scientific literacy. This paper provides a preliminary exploration into the strategy and direction of small-class teaching within China's veterinary medicine undergraduate programs by summarizing its characteristics, advantages, and existing challenges. The unique traits of veterinary medicine are also taken into consideration during this analysis.

“智能＋”视角下大数据技术专业虚拟仿真教研室建设研究

信息化技术的“智能+”时代下，虚拟教研室作为基层教学组织与信息化融合的新产物，是开展协同教研和教学实践的新形态。厘清其运行模式、规律和特征，对高校提升教学内涵式发展、提高本科教学质量具有实际意义和实用价值。本论文从借助信息化手段创新教研形态；实现线上线下融合，培育教研共同体；形成思政引领、创新驱动课程矩阵；发挥示范引领作用，开展教师培训等方面，提出大数据技术专业虚拟仿真教研室的建设方法与发展策略。 Under the “intelligent +” era of information technology, virtual teaching and research room, as a new product of the integration of grass-roots teaching organization and information technology, is a new form of collaborative teaching and research and teaching practice.It is of practical significance and practical value to clarify its operation mode, law and characteristics for colleges and universities to enhance teaching connotative development and improve undergraduate teaching quality. This paper from the use of information means to innovate teaching and research form; Realize the integration of online and offline, and cultivate the teaching and research community; Formation of ideological and political leadership, innovation-driven curriculum matrix; In this paper, the construction method and development strategy of virtual simulation teaching and research room for big data technology major are put forward.

Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey

ObjectiveDeveloping a nursing undergraduate blended teaching quality evaluation tool based on the Context, Input, Process and Product model and evaluating its reliability and validity. BackgroundBlended teaching is a commonly used teaching method in medical education, but there are limited tools available to effectively measure the quality of blended teaching. DesignA Delphi study and cross-sectional study. MethodsUsing the Context, Input, Process and Product model as the theoretical framework, a questionnaire was developed through literature review, expert consultation and pre-survey. From April to July 2023, 448 students from a certain university were selected as the research subjects and the questionnaire was examined for reliability and validity through a survey method. ResultsThe blended teaching quality evaluation scale with 35 items includes four dimensions Context, Input, Process and Product. The content validity and reliability of the blended teaching quality evaluation scale are both good, with a content validity index of 0.934 for the total scale and a content validity index of 0.750–1.00 for each item. The SEM shows that χ2/df = 6.89, RMSEA = 0.115, CFI = 0.882, NFI=0.865, RFI= 0.855, IFI = 0.882, TLI = 0.873. The Cronbach’s α coefficient of the total scale is 0.991 and the Cronbach’s α coefficient for each dimension is 0.944–0.984. ConclusionThe scale is based on the characteristics of blended learning and quality evaluation covers all aspects of teaching. It can accurately evaluate the quality of teaching, evaluate the problems in the teaching process based on the teaching quality score and propose reasonable teaching improvement suggestions based on the weak links in the teaching process.

Research on the Path of Improving Undergraduate Teaching Quality under the Background of Building First Class Majors

Research on the Path of Improving Undergraduate Teaching Quality under the Background of Building First Class Majors

Research and Practice on Improving the Quality of Graduation Design through Professional Mentorship

Graduation design is a significant part of the undergraduate education stage, and the quality of graduation design of undergraduate graduates is an essential indicator of the effectiveness of undergraduate education. However, with the influence of comprehensive factors such as the exponential growth of human knowledge and the year-on-year increase in the pressure of the job market, undergraduates have paid significantly less attention to graduation design, which has led to a continuous decline in the quality of graduation design, which in turn has manifested itself in the decline of the quality of undergraduate education. Combined with the professional mentorship system in undergraduate education, this paper investigates the effective methods to improve the undergraduate graduation design under the professional mentorship system and puts them into practice and the results show that the methods in this paper can effectively improve the quality of undergraduate graduation design.

Impact of Teachers’ Partiality on the Learning Process at Undergraduate Level

Background: This study explores ‘how does teachers’ (im)partiality affect the knowledge/learning development process of the undergrad students. The researchers attempted to analyze the effect tone, mood, favoritism, demeanor and gender discrimination with reference to students’ perceptions and comfort levels. The researchers exploited the data gathered through interviews, observation sheets and grounded theory analysis thereby adopting a mixed method approach.
 Objectives: The objective of the research is to investigate the effect of the teachers’ (im) partiality on the knowledge/learning experiences and results of the undergrad students, while focusing on the teacher’s mood, tone, favoritism, demeanor, and gender discrimination.
 Sample: The researchers collected sample from the faculty teaching in a well-reputed university of Pakistan and the undergrad students of the second semester studying in the same university. The researchers ensured the representation across male and female genders. The sample generates insights of the effect of teachers’ (im)partiality on the learning experiences of the students.
 Methods: The researchers used the ‘Adapted Flanders Observation Sheets’ to gather data on mood, tone, gender discrimination, demeanor, and their influence on students’ perceptions and comfort levels. During data analysis, Grounded theory principles were followed for coding and categorization.
 Results: The findings reveal that negative attitude and harsh tone impede learning, whereas appreciation and admiration catalyze it. Gender discrimination and favoritism create divisions among students, hampering the learning of those ignored.
 Implications: Impartiality in teaching is crucial for a positive and productive learning environment. Teachers should be aware of their tone, mood, demeanor, and biases to ensure equal opportunities. This research contributes insights for educators and policymakers to enhance undergraduate education quality, emphasizing the importance of a supportive classroom environment.

Examining the attitudes towards further education of students in the bachelor training programmes of higher education

PurposeBased on empirical data, this study investigates the intention of BA/BSc students in higher education to either pursue their studies or start working.Design/methodology/approachThis paper analyses how students' attitudes towards higher education and studying (quality of undergraduate education and performance in higher education), as well as the intention to meet labour market needs, influence the decision of pursuing studies in a Master's programme.FindingsThe main reason why respondents do not intend to pursue their studies is not because they do not want to work. It is primarily the acquisition of knowledge and the motivation to learn that encourages students to stay in higher education. Moreover, individual performance in Bachelor programmes has no influence on the decision made by students to study or work after graduation.Research limitations/implicationsAs for the limitations of the study, the authors have to mention that although the survey is based on data from a single country, the similarity of the international and Hungarian previous research results suggests that similar results would have been obtained in an international sample. Furthermore, the impact of the current ongoing epidemic on the further learning of young people in tertiary education at primary level could not be investigated by the authors.Practical implicationsThe bivariate logistic regression results show that the correlation between secure job placement in a field of study and the quality of education is not significant. Furthermore, students are primarily motivated by the desire to learn and acquire knowledge. The reasons can therefore be explored based on the analysis of more detailed data, which could be the subject of a subsequent study.Originality/valueThe authors conducted their research in Hungarian higher education at seven universities between 2019 and 2020 to determine the influencing factors of career choice decisions, the degree of students' satisfaction with their selected course, their attitude towards higher education and learning, their job opportunities after graduation and the extent to which their decision is made according to their labour market orientation. Although the study relies on data from a single nation, the similarity between the findings of previous international (Hovdhaugen and Ulriksen, 2021; Sikyr et al., 2019); and Hungarian (Berezvai, 2022; Kiss and Varga, 2022) research suggests that an international sample would have produced similar results.

Design and Implementation of an Integrated Curriculum: A Case Study

The construction Management program at Purdue University has introduced a unique educational model for its undergraduate degree. This curriculum transformation has been the most complex initiative ever undertaken by the School of Construction Management Technology. It is believed that no other academic program has implemented the integration of this magnitude encompassing the entire four-year curriculum. This paper provides a “30,000-foot view” of the novel educational approach including brief discussions about: the motivation for starting the transformation; the concept of knowledge “decompartmentalization”; horizontal and vertical integration of the curriculum; foundational elements of the “new” learning environment; and some of the major challenges that have been encountered, ranging from organizational to pedagogical. The main goal is to facilitate the exchange of ideas aimed at advancing the quality of undergraduate education regardless of the field of study. It is recognized that the model in its current state may be too complicated for adoption as a “whole”, however, there are many aspects of the model that other institutions can study and potentially benefit from.

Research on the Realization Mechanism and Evaluation System of High-Quality Undergraduate Education in Private Universities Based on Deep Learning

Abstract Due to the new development stage, it is especially important to improve the education quality of private undergraduate universities. As a result, it is a new hot issue for the construction of mechanisms and assessment systems for the quality improvement of private undergraduate education. In this paper, after analyzing and researching the quality of undergraduate education in present-day universities, the mechanism of deep learning is applied to the establishment of the assessment system. Finally, 1082 samples collected from the data center platform of a private university are analyzed as the research object. From the results, the final size of the combined weights of the seven evaluation items constituting the assessment system differed little. They were 12.81%, 15.78%, 15.28%, 14.38%, 12.83%, 12.81%, 15.01%, and 13.27%, respectively. In the comparison of this paper’s method with FAHP+TOPSIS combined evaluation, euclidean map method, and genetic algorithm assignment, the difference between the seven weight values of the Euclidean map method is larger, 5.56%. The evaluation times of the four methods were 41 s, 38 s, 47 s, and 118 s. Compared with the other three methods, the genetic algorithm assignment took the most time.

Research on the Realization Mechanism and Evaluation System of High-Quality Undergraduate Education in Private Universities Based on Deep Learning

Due to the new development stage, it is especially important to improve the education quality of private undergraduate universities. As a result, it is a new hot issue for the construction of a mechanism and assessment system for the quality improvement of private undergraduate education. In this paper, after analyzing and researching the quality of undergraduate education in present-day universities, the mechanism of deep learning is applied to the establishment of the assessment system. Finally, 1082 samples collected from the data center platform of a private university are analyzed as the research object. From the results, the final size of the combined weights of the seven evaluation items constituting the assessment system differed basically little. They were 12.81%, 15.78%, 15.28%, 14.38%, 12.83%, 12.81%, 15.01%, and 13.27%, respectively. In the comparison of this paper's method with FAHP+TOPSIS combined evaluation, euclidean map method, and genetic algorithm assignment, the difference between the seven weight values of the euclidean map method is larger, 5.56%. The evaluation times of the four methods were 41 s, 38 s, 47 s, and 118 s. Compared with the other three methods, the genetic algorithm assignment took the most time.

RESEARCH ON THE CONSTRUCTION AND PRACTICE OF NEW TUTOR SYSTEM FOR APPLIED UNDERGRADUATE PROGRAMS BASED ON “THREE REPAIRS AND THREE SUCCESSES”

In order to further improve the quality of talent cultivation, promote the construction of a new mentor system for applied undergraduates based on “three repairs and three successes”, build a new pattern of “whole-person training”, deepen the reform of the undergraduate talent cultivation mode, and explore the implementation of a new mentor system. This paper analyzes the current situation of research at home and abroad, combines the actual situation of the school, analyzes the undergraduate mentorship system to adhere to the “three repair and three success” and “four synergistic” in-depth integration of the model, the implementation of the teacher to return to the teaching of the original heart, to build the “full coverage and the whole process”. The “full coverage, full participation”, innovative undergraduate mentorship teaching mode, clear undergraduate mentorship teaching responsibilities, standardize the form of undergraduate mentorship guidance, strengthen undergraduate mentorship incentives and other aspects of the undergraduate mentorship system to explore the “three repairs, three successes” under the background of the undergraduate full mentorship teaching mode exploration and practice, the undergraduate mentorship system. In order to further improve the quality of undergraduate teaching, we are going to explore the teaching mode of undergraduate mentorship in the context of “three studies and three successes”, with a view to providing reference for the similar colleges and universities and the same majors.

Undergraduate Education in Forensic Medicine in Germany, Japan, and Korea

Germany, Japan, and Korea have a similar medicolegal death investigation system, the so-called European style, governed by prosecutors for crime investigation and brought into Korea through Japan from Germany. In this system, all physicians must be engaged in postmortem external examination and issue a death certificate for unnatural death. Therefore, education in forensic medicine should be provided to medical students to ensure the ability to determine the cause of death and the manner of death after graduation. However, the quality of undergraduate education in forensic medicine is known to be unsatisfactory in Korea because there is no well-organized nation-based education policy. This study aims to review significant features of the education system for forensic medicine in Germany, Japan, and Korea. Related laws and regulations, standard curriculum, and incorporation of forensic medicine in medical license examination are comparatively analyzed. In conclusion, the Korean education system in forensic medicine has a weak structure for achieving competency in postmortem external examination, while Germany and Japan have sustained relatively concrete frameworks. Practical approaches are proposed for improving education quality, including incorporating forensic medicine into compulsory assessment in the medical licensing examination.

An Empirical Study on IPO Model Construction of Undergraduate Education Quality Evaluation in China from the Statistical Pattern Recognition Approach In NLP

Based on the analysis of 1,497 samples from the survey of national undergraduate educational administrators, the IPO model of undergraduate education quality evaluation from the perspective of managers can be effectively verified. The quality of higher education needs the accountability of higher education and evaluation of student learning outcomes. The empirical studies show the effects on the various dimensions of quality provisions which were not the same. The main findings are that the input of undergraduate education and teaching can not only directly and positively predict the output of undergraduate education and teaching, but also can positively predict the output of undergraduate education and teaching through the partial mediating effect of the process of undergraduate education and teaching. The research suggests that under the given material conditions, it is essential to enhance the “soft input” of undergraduate education and teaching, to strengthen the process construction of undergraduate education and teaching, to enhance the process quality control in the implementation of humanistic care, to pay attention to the development effect of teachers and students and the development effect of school-running characteristics, and to promote the connotative development of colleges and universities. The study provides a practical framework, model, and guidelines that can be used for undergraduate education institutions to evaluate and enhance the performance to effectively work in society. The quality evaluation of undergraduate education needs to focus from the quality of students' learning outcomes to the comprehensive consideration of “input-process-outcome”.

Programming learning and teaching of pre-service computer science teachers: Challenges, concerns, and solutions

This study investigates pre-service computer science (CS) teachers’ perspectives on the factors affecting their programming abilities, concerns about their future professional lives, and pedagogical suggestions for effective programming teaching. The participants of the study were twenty-eight pre-service CS teachers studying at eighteen different universities in Türkiye. The data was gathered with a questionnaire consisting of open-ended questions. Results showed that inherent programming challenges, personal factors, and quality of undergraduate education affected pre-service CS teachers’ abilities in programming teaching. They were concerned about their professional lives relating to programming teaching, keeping up with technological innovations, pedagogical concerns, and teaching practice. They also suggested pedagogical approaches that could be used in programming teaching under two categories, namely basic programming teaching, and teaching principles and techniques. The study contributes to the development of programming teaching by shedding light on the current perspectives of pre-service CS teachers on programming education.

The Idea of Optimizing the Teaching Quality Assurance System of Law Undergraduate in Colleges and Universities

At present, the main problems existing in the undergraduate teaching quality assurance system in colleges and universities are as follows: the quality standards are not refined enough, the quality evaluation focuses on results rather than processes, the effectiveness of quality information feedback is insufficient, and the quality improvement is not implemented in place. Therefore, it is necessary to refine the teaching quality standards, expand the breadth and depth of teaching quality monitoring and evaluation, optimize and improve the information feedback mechanism of teaching quality, and build a Long-term mechanism for teaching quality improvement.

The Ph.D. Panic: Examining the Relationships Among Teaching Anxiety, Teaching Self-Efficacy, And Coping in Biology Graduate Teaching Assistants (GTAs)

Anxiety among graduate students in the United States has increased over the last several decades, affecting not only their overall mental health but also reducing retention in graduate programs. High teaching anxiety can negatively impact teacher well-being and student learning, yet teaching anxiety in graduate teaching assistants (GTAs) is not well studied. Biology GTAs teach most introductory Biology labs and discussions nationally, thus broadly influencing the quality of undergraduate education. We investigated Biology GTA teaching anxiety at a large research-intensive university by (1) measuring teaching anxiety of Biology GTAs, and (2) exploring the relationships between teaching anxiety, self-efficacy, and coping. Using correlation plots and multiple linear regressions, we found that greater teaching self-efficacy was related to lower teaching anxiety in Biology GTAs (R<sup>2</sup>adj=0.65, p<0.001), and coping was positively correlated to self-efficacy. These results suggest that teaching self-efficacy is important to reducing teaching anxiety, and coping frequency may help to build self-efficacy. Thus, effective coping may be linked to reduced anxiety via increases in self-efficacy, although these specific relationships need to be further explored. Although anxiety did not differ significantly among graduate students in our population, reduced anxiety was linked to direct increases in self-efficacy and indirect increases in coping. With a rising mental health crisis in academia, particularly among graduate students, these results can inform teaching professional development for GTAs, by incorporating dialogue about teaching anxiety, self-efficacy, and coping. Encouraging greater awareness and discussion about mental health issues in academia, we can further reduce its stigma and mitigate its impacts.

Construct an Application-oriented Undergraduate Teaching Quality Assurance System of "Government–Industry–Enterprise-University" Based on OBE Concept

Construct an Application-oriented Undergraduate Teaching Quality Assurance System of "Government–Industry–Enterprise-University" Based on OBE Concept

Profiles of Good Teaching Practices in STEM Disciplines: An Analysis of Mixed Methods of Academic and Assessment Variables of Teaching in the First Cycle of Civil Engineering

A relevant area to improve the quality of undergraduate education are the STEM disciplines: science, technology, engineering, and mathematics. These disciplines have seen a drop in student interest and participation internationally. This study aimed to determine profiles of good teaching practices based on responses from a teaching evaluation survey and academic context variables of students in STEM disciplines using a mixed-methods design. The study was conducted at a state university in southern Chile, framed in the first cycle of STEM disciplines, the Faculty of Engineering and Sciences using data from 2016 to 2017. The quantitative results revealed four groups analyzed by cluster, together with the most frequent responses according to the highest and lowest scores. The qualitative results yielded five groups of codes of greatest frequency in the twelve analysis units, which were the students’ comments divided into mathematics, physical sciences, and chemistry courses. The findings suggest a need to continue developing pedagogical knowledge in STEM teachers and highlight student involvement. Actions for improvement could focus on orienting teaching skills: (a) with a special emphasis on pedagogical content knowledge to promote active learning; (b) in the knowledge of the classroom culture and its problems associated with poor outcomes, offering the students equal opportunities for academic performance in STEM; and (c) in the management of a learning environment suitable for all students, inclusive classrooms, alleviating the burden of academic success being only on students. Finally, the teaching evaluation instrument needs to be improved.

Assessing the Quality of Undergraduate Education for International Students in China: A Perspective of Student Learning Experiences

Purpose The number of international students in China has been increasing over the recent decades. The rapid expansion of the international student population aroused concerns over the capacity of Chinese universities to fulfill international students’ expectations toward academic development. Perceiving student learning experiences as an important indicator of higher education quality, this article focuses on undergraduate international students in China and discusses their learning experiences from three perspectives, i.e., perceived learning environment, academic engagement, and student development. Design/Approach/Methods Data were generated by a survey involving 1,428 international students studying for an undergraduate degree at 34 universities in China. Descriptive statistics were calculated, and the structural equation model was applied. Findings The research showed the respondents’ academic development in a range of skills and abilities, while their learning experiences at the Chinese higher education institutions (HEIs) were largely unsatisfactory. Specifically, the research revealed the respondents’ moderate-to-low-level evaluation of perceived classroom learning environment, their low level of academic engagement, and the significant negative influences of the perceived classroom learning environment and academic engagement on their academic development. Originality/Value The analysis holds implications for the enhancement of positive learning experiences of international undergraduate students in China and the improvement of the quality of Chinese international student education. Student learning experiences are an important indicator of the quality of college teaching. Drawing on the data generated by a survey involving 1,428 international students studying for an undergraduate degree at 34 universities in China, this presentation explores the characteristics of international undergraduate students’ learning experiences in Chinese universities and analyzes the relationship among the three dimensions of their learning experiences.