Quality Of Undergraduate Education Research Articles

Mixed teaching reform of computer courses under OBE engineering education concept--Take introduction to database system as an example

This paper mainly takes "Introduction to Database System" as an example to study and practice the mixed teaching reform based on OBE education concept, and analyzes the importance and current situation of the curriculum. Integrating the OBE engineering education concept, this paper expounds the exploration and practice of teaching design, teaching implementation and students' ability cultivation of hybrid teaching from the aspects of teaching mode, teaching resources and teaching methods. It is of great practical significance to comprehensively improve the quality of higher education, implement the "undergraduate teaching quality and teaching reform project of higher education", and positively promote the teaching reform of computer courses.

Multilevel-teaching/training practice on GNSS principle and application for undergraduate educations: A case study in China

This work discusses a Multilevel-Teaching Practice on GNSS Principle and Application for Undergraduates of Surveying and Mapping in China, underlining the fast development of remote sensing technology. We explore i) the multidisciplinary cross-combination transformation of the traditional GNSS education of remote sensing; ii) we combine theoretical knowledge and practical results in the field of navigation and positioning; iii) we highlight the cutting-edge, intersecting and comprehensive teaching content; innovate the construction of a practical teaching platform for GNSS theory, practice and innovation ability training. A multi-level theoretical and practical curriculum system has been established to strengthen the foundation and professional skills, and cultivate scientific and technological innovation. We propose a teaching method of “Hybrid Online/Offline Teaching”, which makes use of the advantages of online/offline teaching form, effectively improving the quality of undergraduate teaching. In terms of practice and innovation ability training, we establish an open, diversified, research-based practice innovation-education platform based on virtual simulated experiments. The implementation of this teaching approach has achieved remarkable results on undergraduate training for GNSS education.

Talent cultivation method of aerospace manufacturing engineering incorporating new aerospace technology

In order to meet the needs of the state and society for improving the quality of undergraduate education and cultivating innovative talents, individualized training mode has gradually become the direction of higher education reform. In China, there is a long-standing situation that talent cultivation is out of touch with industrial demand. In order to explore the training mode of innovative talents in the new era, the idea of cultivating individualized talents with scientific research as feedback to teaching is established in this paper. The latest research results of aerospace are incorporated into the training process of aircraft manufacturing engineering professionals and professional knowledge system are optimized. By building high-level courses with overseas scholars and domestic industry experts, an off-campus practice training base for personalized talent training is established, and the teaching contents and methods is reformed. The practice has proved that the personalized talent training mode and method proposed in this paper have achieved good results.

English medium of instruction in Chinese higher education: a systematic mapping review of empirical research

Abstract In 2001, the Ministry of Education of the People’s Republic of China issued guidelines to promote the quality of higher education and to advocate the expansion of the use of English (Ministry of Education (MoE). 2001. Guanyu jiaqiang gaodeng xuexiao benke jiaoxue gongzuo tigao jiaoxue zhiliang de ruogan yijian [Guidelines for Improving the Quality of Undergraduate Teaching at Higher Education Institutions]. Available at: http://old.moe.gov.cn/publicfifiles/business/htmlfifiles/moe/moe_309/200412/4682.html). This paper reviews empirical studies in English and Chinese on EMI in Chinese higher education published from 2001 to 2019, during the last two decades since these guidelines were released. The review contributes to the field of EMI by documenting, analysing and synthesising empirical evidence and by situating EMI studies in China in the global trends of EMI research. The review aims to give an overview of studies targeted at both global and local audiences, therefore, publications in both English and Chinese were included. To select the Chinese articles the core journals indexed by CNKI were searched, and for the English articles, we used ERIC, IBSS, SCOPUS and WOS databases. After excluding theoretically oriented studies, literature reviews and commentaries, 42 articles remained. The in-depth analysis revealed that the main topics of these studies included the student perception, implementation and educational practices, and the role of language. We conclude that in general there are insufficient empirical studies, especially about EMI teachers’ perspectives to inform policies and practices at the micro, meso and macro level. Based on the findings, directions for further research are identified and recommendations for methodological approaches for future studies are also made.

Learning Communities: Factors Influencing Faculty Involvement

The debate in higher education has inspired broad discussion about the quality of undergraduate education. Several of these criticisms have focused on a lack of curricular coherency, an emphasis on research versus teaching, and intellectual isolationism within the academic community. The debate has inspired broad discussion and questions the overall quality of undergraduate education in this country. One attempt by some institutions of higher education to counter these criticisms is through the development of various curricular structures referred to as learning communities. Learning communities represent a structural response to curricular fragmentation by promoting curricular coherence, intellectual and social community, and sense of common purpose within the academic environment. The research on learning communities as been limited in identifying factors which prompt faculty to become involved in this kind of teaching and learning structure. The purpose of this research study is to provide additional insights on variables that influence faculty involvement in learning communities. Three variable sets—faculty background, structural, and organization/environmental—frame the theoretical basis for the research study.

Teaching Evaluation Algorithm Based on Grey Relational Analysis

Grey correlation analysis uses grey correlations to describe the strength, magnitude, and order of relationships among factors. The data sequence of the drmined data is used as a reference data string, and the data sequence matrix of each influence factor is used as a control data matrix to calculate the correlation between the data sequence and the reference of each factor in the control data matrix. The basic idea of quantitatively measuring the correlation between each factor and the object is to determine the similarity between the reference data sequence and the shape of multiple comparison data sequences and to determine whether the connection is strong. It reflects the degree of correlation between curves. In this paper, we examine the problem of evaluating the quality of undergraduate education by multiple indicators and establish a comprehensive evaluation model of the quality of undergraduate education in the 13 prefecture level cities by using the grey correlation analysis. The correlation coefficient of each index was obtained by the grey correlation analysis, the correlation number of each index was analyzed and ranked, and finally the improvement of the number of “advanced teachers” and the education of 13 prefectures were reduced as much as possible.

Research on the application of university teaching management evaluation system based on Apriori algorithm

University teaching quality evaluation is supported by big data, which can collect rich and comprehensive data materials as the basis of evaluation. However, it is difficult to find accurate and effective information from the huge data materials. This paper gradually establish “the whole process of implementation, multi stakeholder participation in the teaching quality evaluation system”. This paper take “the collection of data to achieve standardization, the application of data to achieve diversification and the management of data to achieve institutionalization” management measures. This paper make full use of the advantages of big data to improve the teaching quality of undergraduate teaching in local colleges and universities. This paper mainly expounds the Apriori algorithm in association rules of data mining, and uses it to further analyze the teaching evaluation results, trying to dig out the potential valuable information. These information can be used as a reference for further decision-making of teaching management department, so as to effectively improve the quality of education and teaching and accelerate the realization of education modernization.

How Student Engagement Can Improve the Quality of Undergraduate Education Using Course Experience as a Mediating Variable

The intent of this paper is to analyse the correlation between student engagement and course experience as a mechanism for improvement of the quality of undergraduate education. Traditionally, research focused separately on student engagement or course experience but it is to be argued that the later can be perceived as a mediating variable onto assessing student engagement as a tool for measurement and improvement of the undergraduate education. Additionally, is to be argued that the critique upon the student engagement and course experience concepts contributes to their further development.

How Student Engagement Can Improve the Quality of Undergraduate Education Using Course Experience as a Mediating Variable

Scopul acestei lucrări este de a analiza corelația dintre implicarea studenților și experiența cursului ca mecanism de îmbunătățire a calității studiilor superioare. În mod tradițional, cercetările se concentrau separat asupra implicării studenților sau experienței cursului, dar rămâne de discutat posibilitatea că cea ulterioară să fie percepută ca o variabilă de mediere a evaluării implicării studenților în calitate de instrument de măsurare și îmbunătățire a învățământului universitar. În plus, trebuie argumentat faptul că critica asupra conceptelor implicării studenților și experienței cursului contribuie la dezvoltarea lor ulterioară.

Construction and Application of Fuzzy Evaluation Index System for Classroom Teaching Quality of Applied Undergraduate

Based on the research and achievements of collegiate classroom teaching quality evaluation at home and abroad, combined with AHP fuzzy evaluation theory, this paper constructed the applied undergraduate classroom teaching evaluation index system by using AHP, and applied it to the comprehensive evaluation of the applied undergraduate classroom teaching quality in Chongqing A college. The research results basically verified the effectiveness and feasibility of the evaluation index system, which has positive reference significance for the continuous improvement of the applied undergraduate classroom teaching quality evaluation of Chongqing A college and the teaching quality evaluation of similar colleges.

Factor Structure and Validation of the Undergraduate Teaching Faculty Investment Questionnaire.

Undergraduate education is very important for higher education. Among the factors affecting the quality of undergraduate education, teaching quality is the most important factor. At present, an important issue that affects teaching quality is insufficient teaching investment. An open-ended questionnaire survey was conducted on 62 faculty members and 65 university students in China. Results found that the undergraduate teaching investment of faculty members mainly consists of four parts: workload investment, ability investment, energy investment, and teaching emotional investment. A preliminary test was conducted on 342 faculty members, and the results of an exploratory factor analysis supported the proposed four-dimensional teaching investment model. The test involved 293 faculty members and confirmatory factor analysis showed that the four-dimensional model had a good degree of fit. A further criterion-related test showed that the four-dimensional teaching investment of faculty members has a significant positive correlation with classroom management, clarity of teaching materials, teacher–student interaction, teaching strategies, and skills application, and work engagement. These results show that the proposed four dimensions of teaching investment effectively measure the teaching investment of faculty members, specifically the indicators of teaching investment and that they promote the development of faculty teaching investment research.

The Exploration and Practice of a New Evaluation System of Undergraduate Classroom Teaching Quality in Universities

Classroom teaching is the main platform of colleges and universities to cultivate students, and the quality of classroom teaching determines the quality of the students training. With the continuous development and progress of society, the previous classroom teaching quality evaluation methods are no longer suitable for the development of contemporary higher education. Reforming the classroom teaching quality evaluation methods has become a top priority. This article focuses on the assessment and evaluation of classroom teaching quality, which is a key link in promoting the quality of talent training. Relying on nearly 40 years of classroom teaching quality assessment experience and related provincial education reform projects, combined with new theories, new ideas and new requirements of contemporary talent training, we have built a new evaluation system for teachers’ classroom teaching quality based on full evaluation, commending advanced, encouraging progress, and strengthening demonstration concepts to stimulate teachers’ endogenous motivation for diligent teaching, promote classroom teaching reform and innovation, and enhance the sense of students learning experience.

Contributing factors of classroom teaching quality and improving strategies in Chinese universities: From Students’ Perspective

The teaching quality of universities directly affects the quality of national talent training. The Academic Affairs Office of Chinese universities, through the establishment of the relevant classroom teaching evaluation index system, plays a supervisory role on the classroom teaching quality. Based on the index system, students evaluate classroom teaching quality before selecting a course online at the end of each semester. The paper reports the findings of a small-scale survey carried out in the X University of China within the framework of the ERASMUS+ENTEP project. Through the questionnaires and interviews given to the students of X University, the objective of the study was to identify the index that teachers need to strengthen and then try to put forward some improvement strategies. The results from the survey highlight the factors that contribute to the high quality of undergraduate classroom teaching from students’ perspective, including the unvalued personal moral cultivation of teachers, more attention to the indoctrination of knowledge and ignore the inspiration of mind and the effective interaction between teachers and students. The evidence from this survey suggests that in order to improve the undergraduate classroom teaching quality, teachers should shift the concept of teaching and learning, from the indoctrination of knowledge to the mobilization of students’ enthusiasm, inspire them to think, associate and innovate, and guide the individual student to become an integrated well-developed person.

Research and Practice on the Quality Construction of Free Elective Courses in Colleges and Universities

Curriculum construction is the key to the quality of undergraduate teaching, and the free elective course is the expansion of professional knowledge. Free elective courses in colleges and universities are courses that can be independently selected by students according to their individual differences outside the professional courses. It is a necessary supplement and expansion of professional knowledge. Gold course construction refers to the first-class curriculum construction implemented by the Ministry of education, which aims to build a high-level curriculum with high-level, innovative, challenging and other attributes. The construction of golden course plays an important role in the curriculum construction of colleges and universities. While striving to build national first-class courses and provincial first-class courses established by the Ministry of education, colleges and universities are also actively building school-class golden courses to comprehensively improve the quality of curriculum construction. However, at present, gold class construction usually emphasizes professional courses curriculum construction. Based on the author's teaching practice and management experience, this paper expounds the importance of the construction of gold free elective courses and the way of construction. This paper emphasizes that the gold free elective course has the characteristics of flexible content selection, close connection with practice, close combination with the second classroom, innovation and entrepreneurship, etc. To create an elective free gold course, one can start from the aspects of teacher selection, classroom organization, teaching evaluation, free elective course management, etc, and strive to improve the quality of free elective courses and the participation of students, so as to make it an important link in the cultivation of high-quality talents.

Nursing Education in Catalonia: Novice Professionals' Appraisal of Its Quality and Usefulness. Does Mobility Play a Role?

The present study aimed to examine the relationship between the quality of undergraduate education perceived by novice nurses and their retrospective satisfaction with their education. It also studied the relationships between the perceived usefulness of their education for their current jobs and the quality of the jobs held by novice nursing professionals. The moderator role of mobility in this relationship was also analyzed, as it reflects a boundary condition in which additional preparation or job opportunities may occur. The study used data from the graduates’ survey carried out by the Agència per a la Qualitat del Sistema Universitari de Catalunya (AQU) in 2017. The analysis of data from 644 graduates of Catalan Universities in 2014 highlights different functions of two types of knowledge and skills; those directly related to science and the practice of nursing are stronger predictors of retrospective satisfaction with nursing education. In turn, the perception of the usefulness of horizontal skills, such as transversal and communication skills, plays a stronger role in predicting job quality. The results about the role of mobility were not conclusive, and more research is needed to clarify its influence on nursing education and subsequent professional practice.

Bir Lisansüstü Dersin Kalitesinin Artırılması: Kalite Fonksiyon Göçerimi Yönteminin Kano Modeli ile Bütünleştirilmesi

There is an important relationship between the quality of undergraduate education and competitiveness in the global economy, especially for emerging economies. Quality Function Deployment (QFD) is one of the important methodologies in Total Quality Management (TQM) to translate customer requirements into technical specifications. The purpose of this study is to apply Third Generation Western QFD methodology together with Kano model to categorize and prioritize the needs of customers to increase a graduate-level course quality in higher education. To this end, the Voice of the Customer was identified through the Kano technique that enables categorization and prioritization of student requirements. To the best of our knowledge, this is the first empirical study in the literature that integrates the aforementioned methodologies in the field of higher education. With this integration, a focused quality house was generated which includes only prominent student and technical requirements. Accordingly, the prominent student requirements, which are classified as one-dimensional needs, are found to be the ones that are mostly lecturer-oriented attributes, such as the lecturer's theoretical and industrial knowledge. The interaction of the course with the industry, such as technical trips and invited speakers, which are called as attractive needs, are found to increase student satisfaction by creating delight. The prominent technical requirements are found to be budget/funds, number of students enrolled, lecturer workload, industry trip, good communication/empathy, lecturer qualifications, and competency in teaching. The combined framework may help educational decision-makers to identify and satisfy the main student requirements to enhance the quality of educational service processes.

Construction of Undergraduate Teaching Quality Assurance System and Evaluation of Quality Improvement Effect under the Background of Review and Assessment

Teaching quality is the lifeline of the existence and development of colleges. The guarantee and improvement of teaching quality can effectively guarantee the teaching order and improve teachers’ classroom teaching ability. This paper systematically expounds the establishment of teaching quality standard, the operation of teaching quality assurance mode, the construction of teaching quality management team and mechanism, the promotion of teaching quality monitoring method, the establishment of teaching information database and teaching information from four aspects: the construction of undergraduate teaching quality assurance system, the monitoring of teaching quality, the publicity and utilization of teaching quality information, and the improvement of teaching quality The analysis and feedback mechanism of information, the way and effect evaluation of teaching quality improvement provide effective reference for the operation of teaching quality assurance system and the improvement of teaching quality, and point out the direction for colleges to establish the position of teaching center and continuously improve teaching management.

An innovative evaluation method for undergraduate education: an approach based on BP neural network and stress testing

ABSTRACT In this paper, a new evaluation method for under-graduate education quality is proposed based on Artificial Intelligence Neural Network Back-Propagation (BP) algorithm and stress testing. Using this method, a publically available indicator pool is constructed, consisting of 19 variables in 4 dimensions such as Teaching Attitude, Teaching Content, Teaching Approach, and Basic Characteristic of Teachers, which impact under-graduates’ mastery of knowledge and capacity building. After the BP neural network algorithm is used to learn the optimum parameters for this evaluation model, sensitivity test is applied to identify the indicators that have significant effects on the quality of education. Furthermore, scenario analysis is utilized to explore the influence of the quality of education under pre-specified situations, which provides theoretical and empirical support for evaluating under-graduate teaching, improving education quality, and enriching teacher resources.

本科教育质量的综合评估——以江苏省为例

本科教育质量的综合评估——以江苏省为例

Teaching Teacher Recommendation Method Based on Fuzzy Clustering and Latent Factor Model

Colleges and universities attach great importance to the quality of undergraduate teaching. To virtually guarantee the course's teaching quality, the key lies in recommending suitable teachers for the course scientifically. It is a seemingly simple but very complicated problem. Moreover, with the development of colleges and universities, new courses are continually set up, and new teachers are introduced, which further complicates the problem. The problem has not been solved well for many years. Therefore, we propose a course teacher recommendation model (FCTR-LFM) based on fuzzy clustering and the latent factor model (LFM) to solve this problem. Firstly, under the guidance of pedagogy theories and methods, we conduct quantitative modeling for teachers and courses' relevant characteristics and combine the quantitative results with historical teaching scores to establish a large-scale sparse course teaching evaluation matrix as the recommendation dataset. Next, we adopt the improved fuzzy clustering model to realize teachers' automatic clustering according to their characteristics and use the teacher cluster to reconstruct the teaching evaluation matrix, significantly reducing the dataset's size and reducing the sparsity. Then, we used the improved LFM to predict the score items in the evaluation matrix, including the missing score items. Finally, the prediction evaluation scores are sorted according to the course, and the TOP-N recommendation of the course teachers is realized. The experimental results show that FCTR-LFM can realize the prediction and recommendation well using the optimized parameters. It effectively solves the problem that there is no scientific basis for recommending suitable teachers for the course for a long time.