Quality Of Teaching In Higher Education Research Articles

Teachers as thinkers, not feelers: Clarifying the definition and measurement of attitude in teachers’ acceptance of online teaching

This mixed-methods study attempted to clarify the definition and measurement of attitude in teachers' acceptance of online teaching. A combined quantitative and qualitative data collection approach was employed, involving 2,432 Chinese university teachers in the survey. The results supported the appropriateness and necessity of adopting an evaluation-focused attitude rather than affect-focused attitude for explaining teachers' intention to conduct online teaching, suggesting teachers are “thinkers” rather than “feelers” when forming their attitudes towards online teaching. These findings highlight the role of cost-benefit appraisal in determining teachers’ adoption and implementation of online teaching, thus potentially influencing teaching quality of higher education.

Exploring the predictor of teaching quality using the job demands-resources model

Introduction. Maintaining teaching quality in higher education in Indonesia is challenging due to the significant job demands placed on lecturers, who are expected to fulfill multiple roles as educators, researchers, and mentors.Aim. The present research aimed to explore the potential of using the job demands-resources (JD-R) model to evaluate the quality of teaching in higher education.Methodology and research methods. This study employs structural equation modelling (SEM) using SmartPLS 3.0 software to analyse the research model based on a random sample of 285 lecturers from nineteen universities in Indonesia.Results. It has been established that role conflict among lecturers negatively impacts teaching quality, whereas self-efficacy positively influences it. The paper presents methods for utilising the JD-R model to examine factors related to the performance of higher education teachers.Scientific novelty. This study, utilising the capabilities of the JD-R model, identifies factors that influence teaching quality and presents mechanisms that underlie the relationship between role conflict and the level of self-efficacy in teaching performance among high school educators in Indonesia.Practical significance. The paper out-lines the opportunities available to university administrations and the Indonesian Ministry of Education, Culture, Research, and Technology for making critical management decisions related to teaching quality. This includes restructuring the educational process to reduce the burden on teachers and expanding the methods used to assess their performance. These goals can be accomplished through the development of innovative organisational support systems.

Teachers’ shortage and initial teacher education reforms in Italy: an overview

ABSTRACT The paper addresses the critical issue of teacher shortages in Europe, with a focus on Italy. It examines the declining attractiveness of the teaching profession, citing factors such as job dissatisfaction, low pay and difficult working conditions. It highlights the growing demand for teachers and the need for reforms in teacher education. The Italian context is examined, revealing a dual scenario of surplus teachers in some areas and severe shortages in others. The paper discusses the reforms underway in Italy to improve teacher education, recruitment and retention, emphasising the need for innovative, high-quality teacher education programmes and a comprehensive approach to tackling the problem at national level.

Higher Education Teaching Quality in the Aftermath of the Double Disruption

Higher Education Teaching Quality in the Aftermath of the Double Disruption

Создание системы обеспечения качества педагогического образования в Китае на основе стандартов: Ретроспектива и перспектива

After entering the 21st century, a series of standards have been developed to build a standards-based quality assurance system for teacher education in China. The building of quality assurance system for teacher education has made some achievements, but it also faces some problem. At present, the building of high-quality teacher education system has been determined as the most important task in the reform and development of teacher education in China. This requires us to improve the quality assurance system for high-quality teacher education on the basis of reflecting on the existing system building. Based on documentary analysis the paper examines the building process and compositions of the standards-based quality assurance system for teacher education in China, and analyzes the problems and challenges of the existing system and puts forward some suggestions on building a quality assurance system for teacher education based on development-oriented teacher professional standards.

The effect of formative assessment on students' clinical knowledge, skills and self-efficacy levels

AimThis research aims to examine the effect of using formative assessment methods in clinical education on students' knowledge, skills and self-efficacy levels. BackgroundFormative assessment is used as a method designed to identify areas where students fall short and provide feedback for improvement. Formative assessment and feedback represent fundamental characteristics of quality teaching in higher education and play a decisive role in learning in nursing education. Although educators observe students performing practical tasks during clinical education, evaluation is not made by a structured control list. Therefore, just as nursing students are evaluated with “Skill Checklists” in the OSCE exam, there is a need to evaluate nursing skills during patient care in the clinical field. DesignThe study was designed as a pre-test post-test randomized controlled experimental study. MethodBefore the research, both groups filled out the self-efficacy form. The experimental group received formative assessment throughout the course. At the end of the semester, all students were given a skills test and asked to fill out the self-efficacy form again. Finally, a knowledge test was administered to the entire class. ResultsThe average knowledge score of the experimental group is higher than the control group. It was determined that there was a statistical difference of 16.54 points in the average skill scores between the groups. Posttests showed significant differences in skills such as breathing-cough exercise, basic glycemic measurement, subcutaneous injection and blood collection skills. ConclusionIt was determined that the formative assessment method increased nursing students' knowledge, skills and self-efficacy levels regarding basic nursing skills.

Study of Mentor Guidance Behavior and Learning Motivation on Master's Students' Innovation Capability

Innovation capability is a crucial indicator for assessing the quality of graduate education, with mentor guidance behavior and learning motivation playing pivotal roles in its enhancement. Based on survey data from 221 graduate students, this study employs correlation and regression analyses, combined with the AMO theory, to investigate comprehensively the effects of mentor guidance behavior and learning motivation on the development of graduate students' innovation capability, as well as the mediating role of learning engagement. The results indicate that both mentor guidance behavior and learning motivation significantly promote graduate students' innovation capability. Particularly, learning engagement serves as a critical mediator between mentor guidance behavior and learning motivation. These findings not only deepen our understanding of the mechanisms behind graduate students' innovation capability but also provide theoretical support and practical guidance for improving the quality of higher education teaching.

Do Teaching Experience, Continuing Professional Development, and Teaching Styles Matter in Teaching Quality in Higher Education? Perception of Libyan Students at the University of Zawia

Do Teaching Experience, Continuing Professional Development, and Teaching Styles Matter in Teaching Quality in Higher Education? Perception of Libyan Students at the University of Zawia

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.

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.

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.