Quality Of Teaching In Higher Education Research Articles

An interactive data-driven multiple-attribute decision-making technique via interval-valued intuitionistic fuzzy sets for teaching quality evaluation in higher education

Improving the quality of higher education teaching is a systematic project. The improvement and formulation of relevant laws, regulations, and measures at the macro level are the minimum and specific requirements for the overall private universities, and are the basic guarantee for controlling the healthy and orderly development of universities. At the micro level, school management needs to focus on two aspects: leadership level construction and teacher level construction. Only by scientifically controlling the above issues and comprehensively considering them can the persistent problem of low teaching quality be fundamentally and gradually solved. In short, the construction of the quality assurance and evaluation system for higher education teaching in China is still in the initial stage of development. Therefore, universities should start from the guarantee and evaluation system to promote the construction of teaching process monitoring and evaluation systems, and improve the level of education and teaching quality on the basis of highlighting higher education teaching reform and research. The teaching quality evaluation of higher education in the era of artificial intelligence is a MADM. In this study, in light with interval-valued intuitionistic fuzzy Hamacher interactive hybrid weighted geometric (IVIFHIHWG) technique and induced OWG (I-OWG) technique, the induced IVIFHIHWG (I-IVIFHIHWG) technique is administrated. Then, the I-IVIFHIHWG technique is exploited to manage the MADM under IVIFSs. Finally, the numerical example for teaching quality evaluation of higher education in the era of artificial intelligence is exploited to verify the I-IVIFHIHWG technique. Thus, the main research contributions are administrated: (1) the I-IVIFHIHWG technique is administrated in line with the IVIFHIHWG and I-OWG technique; (2) the I-IVIFHIHWG technique is exploited to manage the MADM under IVIFSs; (3) the numerical example for teaching quality evaluation of higher education in the era of artificial intelligence and some comparative studies were exploited to verify the I-IVIFHIHWG technique.

Performance evaluation in teaching: Dissecting student evaluations in higher education

Numerous studies have highlighted the significant role of Student Evaluations of Teaching (SETs) as a key metric for assessing teaching quality in Higher Education (HE). Building upon these insights, our study introduces an innovative four-tiered model, derived from diverse research, to examine the reliability of SETs. This model addresses biases associated with SETs, delving into both statistical anomalies and cognitive biases, with particular emphasis on often-overlooked hidden context and timing factors. We reveal that these biases can distort SET scores, leading to potentially inaccurate representations of both individual and comparative academic performances. The implications of our research are significant for those influencing HE policy-making and performance evaluation. We echo previous calls for a more expansive approach to teaching effectiveness, essential for genuine insight into teaching quality. By adopting this perspective, HE can design better-informed strategies, ensuring policies and practices reflect the diverse nature of teaching excellence.

Using Continuing Professional Development (CPD) for Enhancing Teaching Quality in Higher Education of Bangladesh

Bangladesh is crossing milestones in achieving sustainability in every sector and one of the most important sectors is the higher education sector. Thus, it is advisable to improve the quality of education in the environment by evaluating some parameters of service quality. This paper examines the quality of teaching in the higher education sector through continuing Professional Development (CPD) and examines the important role that teachers play in contributing to the development of the knowledge and values needed for teachers. However, since the study is on descriptive and analytical case studies and literature reviews based on reliable sources which shows that workshops and seminars are effective in most traditional modes has as proved to be insufficient for Coordination and evaluation of programs should be mandatory for professional development, which will help to maintain a positive environment with changing global situation. This paper identifies the definition, the dimension, the model, effectiveness, and types of CPD, the quality of service related to student satisfaction. The study helps to identify and assist in taking steps to address the lack of teaching quality whether teachers receive continuous professional development programs and whether such programs are adequate in our college.

Improving Teaching Quality in Higher Education through Student Evaluation Feedback in Saudi Universities

Improving Teaching Quality in Higher Education through Student Evaluation Feedback in Saudi Universities

An Evaluation Model of Preschool Teacher Talent Training Based on Big Data Technology

The key to improving the quality of preschool education lies in high-quality preschool teachers, and high-quality preschool teachers in turn depend on high-quality teacher education. A pilot project to “strengthen the training of kindergarten instructors” was recommended by the Ministry of Education. This research studies the resident training mode implemented by pilot normal colleges and universities, uses big data technology to collect the required data, and uses neural networks to evaluate the talent training mode of preschool teachers, and finally completes the following work: 1) This article introduces the research progress of the talent training mode of preschool teachers at home and abroad; 2) Introduced are the RBF neural network's fundamental ideas and algorithmic stages, and the evaluation index system for the training of preschool teachers is established; and 3) Experiment to determine the best model parameters, then feed the test data into the model you trained, and compare the output against expert evaluations.

New challenges in mitigating climate change: Digital teaching for the sustainable development and innovation

The phenomenon of climate change has become a global challenge that affects human activities in many ways. Exploring the sustainability and innovativeness of digital education is an important reference for the further implementation of science and education strategies and positive effects on climate change mitigation. This study designed two questionnaires for basic and tertiary education to address variability in education and collected 523 samples for basic education and 412 samples for tertiary education respectively. Using digital teaching practices and digital teaching quality as mediators, structural equation modelling (SEM) was used to examine the impact of digital education on sustainability and innovation in education. Research shows that digital teaching and learning in basic and higher education can significantly contribute to the two-way development of educational sustainability and innovation, through digital teaching and learning practices. Digital teaching practice and digital teaching quality in higher education play a complete mediating role, while basic education only plays a partial mediating role. Higher education emphasizes digital teaching and learning practice processes and teaching quality, and most students hope that online teaching and learning can be further integrated with offline education to form a new model of education. This study will help government departments understand the pedagogical reality of digital education at a deeper level and provide ideas for the subsequent sustainable development and educational innovation of digital teaching. It can also provide new ideas for climate change mitigation and sustainable development.

The role of teachers in the development of student’s leadership skills

Understanding the trend of supply and demand in the labor market is important for different categories of stakeholders. For higher education institutions understanding of these trends is crucial in reforming educational programs and academic disciplines to better serve society, the economy, and businesses. For individuals, knowledge of trends can be a key factor in educational and career decisions. Trends in changes in key skills were analyzed and it was concluded that critical thinking, creativity, complex problem solving, leadership and social impact remain important in the process of global change. The influence of teachers on the development of leadership skills of students in the process of academic counseling was identified and the approaches of researchers to the quality teaching in higher education were analyzed, the skills necessary for teachers to develop leadership skills were determined, the leading role and functions of academic counseling for the development of leadership skills of students were defined. It was found that the level of development of the teacher's leadership skills directly affects the development of students' leadership skills. Students' interactions with their academic advisors have been found to play an important role in their overall learning experience. It is noted that tools for developing students' leadership skills can be modeling, group work, debates, etc., participation in which contributes to the formation of such leadership skills as vision; teamwork; communication; problem solving; teaching; motivation; management and decision-making.

Challenges and Emerging Perspectives of Quality Assurance and Teacher Education in Nigerian Universities: A Literature Review

Abstract Education plays a critical role in the effective pursuit and attainment of overall growth and technological advancement of any country. Thus, if Nigeria as a nation is to achieve competitive growth and technological advancement, the quality and type of her educational system must not only be right but also carefully sustained. If an improved quality of education in the country must be attained and sustained, the quality of her teacher education must be equally enhanced. The quest, therefore, for a sustained high-quality teacher education in Nigeria will not yield positive results; there is no corresponding functional and effective quality assurance (QA) and control mechanism in place. It is against this backdrop that this article reviewed QA mechanisms and approaches in place for the delivery of high-quality teacher education in Nigerian universities, the challenges, and emerging perspectives. It noted, however, that their functionality and productivity in terms of yielding the desirable impact were diminished by a myriad of challenges. The article then proposed an overhaul of the existing QA mechanisms while advocating that educational management and Nigerian authorities on teacher education must insist on acceptable standards and monitor performance to guarantee QA.

Research on the Development of Teaching Quality Monitoring System in Private Colleges and Universities

The establishment of a scientific and effective teaching quality monitoring system is an important means to improve the quality of higher education teaching and the implementation of talent cultivation goals. How to build a scientific, reasonable and efficient teaching quality monitoring system is an important issue in teaching management. This paper is based on the deficiencies in the current situation of teaching quality monitoring in China's private colleges and universities, combined with the actual situation of private colleges and universities to explore and improve the teaching quality monitoring system of private colleges and universities, in order to promote China's private colleges and universities to improve the quality of teaching and talent cultivation quality, and standardize the process of teaching management.

Quality Pedagogy & Higher Education System in India

The purpose of this paper is to review the literature on Quality Teaching and the Indian Higher Education system. The intent is to allow theoretical base of Policy Quality of Teaching of Higher Education under the auspices of the Organisation for Economic Co-operation and Development (OECD-IMHE). The main discussions on this topic have been made in the literature so far. This paper aims to present various perspectives on this topic. This paper is divided into 3 main parts. 1. What is meaning of Quality Teaching? 2. What makes Quality Teaching so relevant in advance Education? 3. What are possibilities to enhance level of Teaching? 4. How can Quality Teaching Initiatives be Effective? The importance of Quality Teaching in Higher Education has increased in recent years due to the changing higher education landscape. Higher education is increasingly competitive, socially and geographically diverse, value-for-money demanding, and information technology-driven. Quality teaching is not defined in a single way, as it can be related to stakeholders. 5. Impact of Research, “Scholar of Teaching” and Learning Communities on Quality Teaching 6. Diversity and function of Quality Teaching Initiatives. The responsibility of professors, the department’s role, central university’s role, and finally the each states role. Objectives and scope of the initiative. Finding precise and quantifiable metrics to measure your teaching quality and effectiveness remains a challenge. Different approaches and their effectiveness. Factors that affect whether you effectively use feedback.

Revisiting the Efficiency of Teaching Practicum: Voices from ELT Teacher Candidates

Practicum is one of the most important components of teacher education programs due to providing pre-service teachers with valuable experience and insights into teaching in a real-life context. However, it is necessary to examine the effectiveness of practicum at certain intervals from different aspects to maintain the high-quality teacher education. Considering the new curriculum implemented in practicum from 2021 on, this study scrutinized 32 pre-service English as a foreign language (EFL) teachers’ views and experiences in four different types of practicum schools, including middle school, vocational training high school, Anatolian high school, and religious vocational high school. The study is qualitative in nature, utilizing reflection forms and semi-structured interviews. Findings revealed a common agreement among participants on the benefits of practicum in terms of observation of mentor teachers, gaining teaching experience through individualized feedback, and realizing a theory and practice balance. However, findings showed some problems regarding several issues such as mentor teachers’ lack of guidance and support as well as being a bad role model, insufficient feedback, insufficient technological infrastructure in the classrooms, and frequent occurrence of idle classes. Several recommendations are provided to improve practicum and hence teacher education.

Students’ online evaluation of teaching and system continuance usage intention: new directions from a multidisciplinary perspective

Student evaluation of teaching (SET), a major tool for assessing teaching quality in higher education is a crucial research topic. Among 13 studies published about online peer SET in Assessment & Evaluation in Higher Education over the past two decades, ease of use, clarity and helpfulness of SET information were repeatedly tested. This study introduces theory from the information systems field to give a multi-disciplinary view in testing how students’ perceptions may affect their intention to continue to use an online peer SET system. While past studies focused on ratemyprofessor.com, offering results from USA, Canada and UK, this study aimed to provide Asian insight by using data from Taiwan. Based on 364 student members of the selected website, findings indicated that disconfirmation of SET information significantly affected perceived usefulness, trust and satisfaction, ultimately shaping continuance usage intention of the online peer SET system. Practical implications for online peer SET website managers and institutional SET managers are discussed.

The Effect of Academic Culture and Collaborative Culture As Collaborative Academic Culture to Improve The Innovative Behavior in Universities

Leaders in various universities design and participate in education by constructing and developing fresh and new ideas and innovations to create efficient teaching methods across all departments. Additionally, millennials are the technology-literate generation, making this an exciting time for them as they try to meet market demand. This fact will serve as the foundation for determining whether the university's collaborative and academic culture impacts the lecturers' innovative behavior. The 101 samples of lecturers were taken from 5 universities in the Jakarta and Java area. The Structural Equation Model (SEM) of Smart PLS was used in this analysis. The results indicated whether Collaborative Culture and Academic Culture affect Innovative Behavior. From the results of this analysis, it is essential to develop and improve future methods of combining collaborative and academic culture to create a Collaborative Academic Culture. This method would in turn improve innovation in the university, as the country had set a goal to increase the collaboration between higher education stakeholders in society. It is also expected that the derivation of the two variables will further develop the effectiveness of quality teaching in higher education. Keywords: collaborative culture, academic culture, innovative behavior

Exploration and Research on the Quality Improvement and Upgrading of Academic Early Warning in Colleges and Universities

In order to improve the teaching quality of higher education, colleges and universities at home and abroad have introduced many measures and methods, among which a very effective part is to do a good job in academic early warning. But every year, numerous students repeat a grade or drop out because of their academic problems. Therefore, it is essential to focus on students’ academic performance and improve the quality of academic early warning, which is also an effective measure to solve the teaching quality issues of higher education. This paper analyzes the current situation of academic early warning in colleges and universities, finds out the existing problems and causes of it, and makes an exploration and research for further improvement and upgrading of academic early warning, which can promote the quality of education and teaching.

Koncepcije nastave univerzitetskih nastavnika i njihovi pristupi nastavi

Within the scope of discussing possibilities for improving the quality of higher education teaching, ongoing since the 1990s, intensive research has been evident in literature, regarding university teachers' conceptions of teaching and their approaches to teaching, and in that respect, also the issue of pedagogical training and advanced professional training of university teachers. In view of the fact that different terms have been used in literature to describe the diverse ways in which teachers conceptualise higher education teaching, the purpose of this paper is to gain a profound understanding of the different conceptual and terminological definitions in this area of academic research. In this process, special attention has been directed at analysing the research findings presented in literature regarding the dilemma of whether university teachers' conceptions of teaching and their approaches to teaching are relatively stable over time, or represent relational constructs that develop in response to a specific context or the teaching situation. Apart from discussing the scope of the meaning of the constructs of university teachers' conceptions of teaching and their approaches to teaching, an additional objective of the research has been to analyse the research findings presented in literature, relating to the relationship between these two constructs. It has been established that the findings presented in literature corroborate the idea that university teachers' conceptions of teaching are the basis for their teaching practice. The conclusion is that understanding beliefs about teaching and finding appropriate ways to encourage university teachers' awareness of them, and their self-assessment, is of essential importance, because this creates the fundaments for adopting scientifically based conceptions of teaching and introducing adequate changes in teaching practice in order to support students' learning in a better way.

Using Journey Mapping and Personas for Targeted Student Recruitment in PETE

Faced with the threat of declining enrollment and the closing of prominent Physical Education Teacher Education (PETE) programs, university faculty, and personnel must re-examine the efforts and effectiveness of strategies used to recruit and retain high-quality students. While the mismatch between supply and demand in teaching and teaching of physical education is non-debatable, the reasons for this dichotomy remain the focus of inquiry. Calls for PETE professionals to more actively engage in student recruitment to bridge the supply and demand gap has been issued. This paper is a response to this call and outlines a proactive approach to recruitment through the use of journey mapping and student personas in designing targeted recruiting efforts to attract more diverse and high-quality teacher education candidates

Towards quality teaching in higher education: pedagogy-focused academic development for enhancing practice

ABSTRACT Academics are under increasing pressure to demonstrate effective teaching. However, teaching reforms are often more concerned with quality assurance than instructional improvement. This paper draws on qualitative data from academics at one Australian university to explore perceived impacts of an academic development program which used an evidence-based pedagogical framework, the Quality Teaching Model (QTM), to enhance conceptual understandings of quality teaching. Participants reported direct benefits to analysing practice, course planning, collegial collaboration, and improving the student experience. We argue that the QTM holds considerable potential for helping shift attention from managing quality to realising quality in higher education.

Performance Management of Education and Teaching Reform Based on Convolutional Neural Network

The teaching reform of higher education has always attracted much attention, and higher education has been the key object of the national education reform. The quality of higher education, the quality of talent training, the quality of scientific research, the quality of social service, and the structure to produce characteristics must all be improved. The success of higher education teaching reform is not only related to the quality of university personnel training and important task of serving the society, but also related to connotative development of universities and sustainable development of higher education. Education and teaching reform is an all-round and systematic project, which involves reforms in different aspects, such as teaching management, teacher teaching, professional setting, and curriculum development. The outcome of the extended efforts and practical advancements in education teaching reforms is to evaluate the effects and achievements of these reforms. However, the reforms and achievements of education and teaching are much higher and effective in comparison to improvements in theoretical research and practical experience. Therefore, this work is based on the CNN (Convolutional Neural Network) and designed an intelligent model for the evaluation and management of peer-to-peer education and teaching reform achievements. This work contributes in the following three manners: (I) It includes construction of a deep one-dimensional CNN and sends relevant data of college education and teaching reform into network with the objective to realize adaptive feature extraction and high-accuracy evaluation. (II) It also realizes the management of higher education teaching quality. (III) It aims to show a greater impact of hyperparameters in the CNN performance, genetic algorithm. This proposition is to optimize hyperparameters. It proves the validity and authenticity of this work through systematization, logic, and experiment.

Are teachers and HE are on the same page? Calling for a research–teaching nexus among Ethiopian and Pakistani academics

PurposeIntegrating research into teaching at higher education institutions (HEIs) has become a current goal of Western countries due to the reliability of this approach in promoting lifelong student learning and improving the teaching quality in higher education. However, integrating research into teaching is not as easy as “pushing a button”; instead, it requires the positive perceptions of teachers and university culture under the 21st-century higher education (HE) paradigm. With regard to HE in non-Western countries, only a small amount of literature exists.Design/methodology/approachThe present study adopted a survey design to compare teachers' perceptions towards research–teaching nexus (RTN) among Pakistan and Ethiopian faculties.FindingsThe current study demonstrated that HE should furnish academics with a research environment that stimulates the integration of research into teaching to empower students with knowledge that they can use in future professional careers.Research limitations/implicationsEven though this study examines two nations with several HEIs, it is limited to universities that could be contacted, so future qualitative studies are needed in the HE systems of both countries to obtain a deeper and more comprehensive understanding of students' and teachers' actual RTN practice.Practical implicationsAiding teachers with an intensive professional development to which illuminate teachers with research, teaching and integrating skills and reform the curriculum, which empowers teachers and students.Originality/valueThe study is conducted in Ethiopia and Pakistan public higher institutions.

Review of Research in Student Conception Studies and Concept Inventories: Exploring PER Threads Relevant to Ugandan Context

This paper is motivated by some of the problems and challenges in physics education faced in the Ugandan context. It has been reported by the Uganda National Examinations Board (UNEB) that the percentage of students passing in physics is below twenty per cent at distinction and credit level. Students turn to problematic and counterproductive learning approaches such as rote learning and memorisation of problem-solving steps. That refers to a shortage of high-quality teacher education programs and a reliance on traditional pedagogies such as lecture approaches. The paper focuses on student conception studies, associated frameworks and their compatibility with constructivism. The debate then shifts to physics concept inventories, their impact on physics teaching, and their relevance in Ugandan education. In Ugandan schools, educational assessment is now done mostly through conventional examinations. The use of alternative forms of assessment that have not yet been used, such as CIs, observations, active learning, and multi-teacher rating, was advocated due to a deficiency in the practice of continuous assessment in the Ugandan education system. The focus of this paper is on concept inventories as an assessment and diagnostic tool that takes into account insights from students’ conception studies.