What are the determinant of quality education in higher institutions?

Here's the link to related RG studies that can inform your literature reveiw:

Best regards,

Debra

 Dear

Samina Safdar

Probable Determinants are

1. Availability of sufficient number of good teachers

2. Good teaching learning environment

a. Equal opportunity among races, religions, castes and classes

b. Good infrastructure of classroom, laboratory, library etc.

3. Good semester plan

4. Proper examination system and timely result

5. Feed back and grievance-redressal system

6. Good support staff, (technical, administrative)

7. Proper motivation for students

8. Prospects of employability for students

Regards

Sarada

Several profs. on RG are working on similar projects, kindly check: 

Please find attached some related literature.

Regards

Hi,

Please check my profile, I have made extensive works in this. Most important are the following:

1. Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior, 35(1), 157-170.

2. Pellas, N. & Kazanidis, I. (2014). The impact of computer self-efficacy, situational interest and academic self-concept in virtual communities of inquiry during the distance learning procedures through Second Life. Wide Web–internet and Web Information Systems Journal, 17(4), 695-722. 

3. . Pellas, N. & Kazanidis, I. (2014). Online and hybrid university-level courses with the utilization of Second Life: Investigating the factors that predict student choice in Second Life supported online and hybrid university-level courses. Computers in Human Behavior, 40(2), 31-43.

Kind regards,

NP

Quality is a subjective term. Do you mean educating people to a reflective knowledge worker or do you mean getting them as fast as possible to a grade? Is it about forming professionals (hard to test), added value by education (hard to test), promoting self-efficacy (usually assumed equal to development 'level' of a person), strict intake procedures (reducing dropout rates) ......

Good luck !

Hi,

I agree with Steven Nijhus - quality is a subjective term. I believe there are many aspects you could look at - divided into both process and outcome. You may want to read Barnett's work on "Critical Beings" as a starting place to determine exactly what specifically you wish to define.

Good luck

Colleen

Hi Samina,

The attached paper is maybe not what you are thinking about. The paper highlights the issue that a university may well be a quality learning institution but still not be aligned with the needs of the society it is trying to serve.

Do have a look on the UK Higher Education Academy 'What Works' website.  this reports the results of a long-term and extensive investigation into this question.  The central message is that students need to feel a sense of academic 'belonging' in their subject of study and that this can be achieved by organising curriculum and pedagogy so that students develop this sense of engagement.

Howdy! 

I would add an additional determinant to the list: Mentorship. IHL's need to do a better job of providing continued guidance for students as they traverse the program(s). Effective mentoring programs can go a long way in aiding students in program completion and more importantly, self-efficacy. 

This may give you another perspective:

Parts A, B & C should be of interest

Dear Safdar

Performance monitoring in education is a central criterion of the stakeholders and Government polices to control the variations in teaching and learning processes and to achieve the efficiency and effectiveness of all institutions’ activities. Performance monitoring in education depends on statistical indicators to measure the variations and achievements on critical issues.

At the same time, the educational systems of the developing countries are studied along with their outcomes regarding institution’s performance, students, teaching and learning processes, and it confirmed the need to renew and re-orientate the educational systems. This is due to many key factors such as the following:

(1) “mass and unsatisfied demand of people in higher education”;

(2) “market measures in higher education (cost, utility, productivity)”; (3) “internationalization”,

(4) “weakness of research capability and research activities” and

(5) “the classical quality of executives in higher education institutions”

(see

1- A. M. Al-Sarmi and Z. A. Al-Hemyari (2014). Quantitative and qualitative indicators to assess the performance of higher education institutions. Int. J. of Information and Decision sciences,

Vol.6, No. 4, pp.369-392 (Inderscience).

2- Z. A. Al-Hemyari and A. M. Al-Sarmi (2014). Statistical characteristics of performance indicators. Int. J. of Quality and Innovation. Vol.2, No.3-4, pp. 385-309 (Inderscience).

3- Z. A. Al-Hemyari and A. M. Al-Sarmi (2014). Features of performance indicators in quality improvement of HEIs. Proceedings of the Ireland International Conference in Education (IICE), Oct. 26-28, pp. 390-395 (Dublin, Ireland).

4- A. M. Al-Sarmi and Z. A. Al-Hemyari (2014). Goals and objectives: Statistical techniques and measures for performance improvement of HEIs in Oman. Int. J. of Management in Education. Vol. 8, No. 3, pp.244–264(Inderscience).

Regards,

Zuhair

Hassan Alomari, Nice my dear.

look at these areas and find further information

1. Availability of a sufficient number of good teachers

2. Good teaching-learning environment.

3. Good semester/term plan

4. Proper examination and timely.

5. Dropout rates

6. Availability of food

7. General attendance of teachers, students,

and trainers.

look at these areas and find further information

1. Availability of a sufficient number of good teachers

2. Good teaching-learning environment.

3. Good semester/term plan

4. Proper examination and timely.

5. Dropout rates

6. Availability of food

7. General attendance of teachers, students,

and trainers.