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American Higher Education: An International Perspective
... The background for the increased interest in quality in HE during the past decade has been discussed by numerous writers (e.g. Frazer, 1995;Vroeijenstijn, 1995;Brennan, 1996). The following trends and changes, for instance, have contributed to the rise of quality movements: higher education has a greater role in society in terms of increased enrolment of students; social expectations set for higher education have changed which manifests itself in demands for accountability, permeability and responsiveness; the phenomenon of academic unemployment seems to demonstrate the mismatch between the qualifications gained by students and the demands of the labour market; international competition for students, resources and staff has also increased. ...
... Instead they aimed mainly at describing the images or mental conceptions they had of the topic. Probably this is because quality is a difficult or impossible concept to define precisely (Frazer 1995;Vroeijenstijn 1995). We were, therefore, interested to see whether the representatives of each of the disciplines studied would present emphases and definitions which would, perhaps, be typical to the disciplinary tribe in question -or whether their conceptions of quality of research and teaching had something in common. ...
... er there is a risk that the development described might, in the worst case, contribute to a development towards a technically advancing, but perhaps socially, morally and ecologically deteriorating society. 2 Another broad and unwanted sideeffect of the demand to clarify aims and goals, and to take different customer needs better into account (e.g . Frazer 1995;Vroeijenstijn 1995), might be the encouragement of 'safe' research that shows rapid, clear and tangible results, and the discouragement of original and risky studies, which might prove to be dead ends, but which might also, in the long run, provide breakthroughs which are difficult to anticipate today. ...
The paper is based on a book (written by the author and his colleague Markku Lehikoinen) dealing with definitions of quality and views on the applicability of different methods of quality assessment to four different disciplinary fields: physics, biology, sociology and history. The paper focuses on conceptions and definitions of quality voiced by scholars representing the different disciplines. The study involved semi‐structured in depth interviews with 33 experienced scholars. The disciplines under study were chosen to represent diverse disciplinary cultures, with the aim of finding out about the potential impact of (social and cognitive) cultural characteristics of the disciplines on conceptions of quality. The findings show both common views across disciplinary fields and disciplinary differences.
... Thus, the term " professoriate " implies a coherent and definable community (Stromquist, 2007), although it has become a large and complex profession with many faces (Enders, 2006). The work of university faculty has long been devoted to teaching, research and service, although the extent and ratio of each role function varies from one university to another and from one discipline to another (Cardozier, 1987; Coser, 1971). Broadly, academics are expected to conduct research, publish the results of such, and then convey their knowledge to students through the design of new courses and participation in curricular innovations (Boyer, 1982; Veblen, 1971). ...
... It has been noted in this study that many have held a host of roles inside and outside the higher education system, perhaps because more highly educated employees are likely to perceive fewer obstacles in finding alternative employment, as Joiner and Bakalis (2006) maintain. Similar to other university professors (Cardozier, 1987), EA authors devote much time to teaching, research and service. Based on Arreola et al.'s (2003) typology, the EA professoriate is composed of proficiency (EA authors seem to be experts in specific areas of study such as managerial processes in schools, leadership, school change, educational reforms, and organisational aspects of the school), discovery (EA authors conduct a great deal of research in specific areas for diverse public and governmental agencies), and dissemination (EA authors promulgate the results of research via publications in varied mediums). ...
Purpose
– Based on a qualitative content analysis of 57 curricula vitae of authors who published their work in the major journals of the educational administration (EA) field, this paper seeks to display the career of EA authors and to suggest some epistemological implications for the field.
Design/methodology/approach
– The analysis is based on both quantitative and qualitative modes of inquiry, according to which the curricula vitae is seen as a document that is susceptible to textual analysis.
Findings
– EA authors receive their academic degrees in a host of disciplines from many countries and universities, usually work in the compulsory educational system, and hold many academic roles in their university. They teach courses, conduct research and publish works on a host of topics, three of which are very widespread: leadership, managerial processes, and organisational aspects.
Originality/value
– The analysis acquaints the reader with some of many aspects of the professoriate in diverse countries, and helps probe the uncertainty and fragmented nature of the field of EA. It ends with scholarly implications for the recruitment of new field members.
... • USA: American universities are renowned for their high education standards, driven by robust institutional policies and significant investment in research and infrastructure (Altbach, 2019). ...
This empirical research report examines the establishment of institutional policies aimed at enhancing education quality in Kenyan universities. By integrating insights from global, continental, and regional perspectives, this study provides a comprehensive analysis of the challenges and opportunities in improving higher education in Kenya. Case studies from the illustrate the current landscape of policy implementation. The study aims to identify effective strategies and recommend policies to ensure sustainable improvement in education quality across Kenyan universities. Background Information:
... Edge intelligence systems can provide customized teaching content and scheduling for each student; sensors and data analytics can be used to monitor students' engagement and comprehension in the classroom to help instructors make timely adjustments to their teaching strategies and by using edge intelligence technology, it is possible to create an interactive classroom environment, allowing students to be more actively involved in discussions and problemsolving. The optimization of higher education teaching methodology systems based on edge intelligence can establish an edge intelligence system to collect students' learning data and classroom performance, conduct in-depth Analysis, and provide powerful support for teaching [10][11][12]. Using edge intelligence systems to provide students with personalized learning paths and resources, adjusting them according to their needs and progress through data analysis and edge intelligence systems, optimizing the use of teaching materials and resources, improving the efficiency of resource use, and training educators and students to make full use of edge intelligence technology to improve the effectiveness of education [13][14][15][16]. ...
This study provides an in-depth research on the dynamic allocation of resources in higher education teaching and learning, especially in the application of edge intelligence architecture. In the study, the characteristics of edge intelligence and its application in smart mobile devices (SMDs) are first analyzed, highlighting the role of mobile edge computing (MEC) in reducing latency and improving the quality of user experience. Then, the study adopts a data acquisition method based on deep neural network (DNN) model to optimize the edge training model. The experimental results show that the efficiency of edge computing can be significantly improved by optimizing the allocation of computing resources and reducing the data transmission delay. Specifically, the total training delay and energy consumption of the edge server are reduced under different global iteration numbers in the experiment. In addition, the study also explores the integration of 5G networks and AR/VR technology in education. It proposes a teaching optimization model based on edge intelligence, improving interaction quality and learning efficiency in AR/VR safety education classrooms. The study shows that the teaching model performs well in reducing latency and increasing transmission rate, which is especially suitable for dual-teacher classroom scenarios and provides a new perspective for future higher education teaching.
... Nickels (2009) says, the impacts of training on worker`s performance may frequently empower development inside the representative and the association itself. Fraser (1994) defines effectives as a measure of the match between stated goals and their action of accomplishing. It a comparable way to deal with Erlendsson (2002), describes viability as how much goals are met by doing the right things. ...
... Frazer [127] argues that the first important step should be to agree internationally on levels, standards, effectiveness and efficiency. Martens and Prosser [128] emphasize the importance of quality learning, which should be focused on meaning rather than reproduction. ...
An analysis of robustness of the student perception questionnaires evaluating the service of classes in higher education was carried out at Universidad Privada Boliviana (UPB) (Campus La Paz). To this purpose, batteries were designed to measure the global and multidimensional service quality of class (through the tangible, security and result dimensions), the global and multidimensional value of class service (through the functional, social and sacrificial dimensions), student satisfaction and post-class behavior intentions. It was proved that all instruments achieved high validity (content and construct) and reliability (internal consistency). Then, using the hierarchical linear multiple regression technique in successive steps, 22 socio-demographic and academic variables were introduced for both students and teachers that could have an effect on the class service evaluation constructs and affect robustness. The results showed that the subject matter exigency perceived by the students and the teaching time load influenced the evaluation of 5 of the 6 constructs mentioned (except for the multidimensional service quality-MSQ). Other variables influenced specific constructs: teacher contractual relationship in the global value of service (GVS), teaching experience in the UPB and the teacher's marital status, post class behavioral intentions (BI), and complexity of the subject matter perceived by the teacher and semester the student is studying, in the multidimensional service quality (MSQ). The analysis proved that the instruments designed for class service evaluation are robust; that is, they can be applied to a wide variety of conditions. The main contribution of the research is the adaptation of the concept of robustness to perception questionnaires.
... 45-57. rior (públicos y privados) experimentaron enormes cambios en todo el mundo como consecuencia de la demanda que se produjo por ingresar a este nivel (Albornoz, 1993;Altbach, 1996;Brunner, 2000;Neave y Van Vught, 1994) y como resultado de los programas de ajuste económico estructural (structural adjustment programs) que operaron en muchos países subdesarrollados desde comienzos de los años 80 (Espinoza, 2002). Estos cambios en la educación superior se reflejan especialmente en la expansión, diversificación y privatización del sistema, y en el establecimiento de nuevas instituciones postsecundarias que buscan responder a las necesidades y demandas de la sociedad. ...
El propósito del presente trabajo es caracterizar a la población de 18 a 24 años que accede a la educación superior, según nivel de ingresos familiares, escolaridad y ocupación del jefe de hogar. Con este fin, se trabajó con las bases de datos CASEN de los años 1990, 1996 y 2003. A modo de conclusión, se puede mencionar que se ha producido un incremento del acceso de los jóvenes a la educación terciaria en todos los niveles socioeconómicos como consecuencia directa de las políticas implementadas. No obstante, en el período 1990-2003 se ha mantenido la brecha entre las posibilidades de acceso de los jóvenes de menores ingresos y los de mayores ingresos. Para superar esta situación se sugie-re optimizar la focalización de los recursos destinados a los programas de ayuda estudiantil.
... Paradójicamente, en la obra de Juran, Gryna y Bingham (1990), considerada como uno de los primeros manuales de la calidad, aunque dedica un capítulo a empresas de servicios -aludiendo al caso hospitalario, telefónico, restaurantes, transportes y administración local-, no figura el sector educativo, lo que refleja una tardía influencia de los aspectos de calidad en este ámbito. No obstante lo anterior, durante las dos últimas décadas, los sistemas educativos y, en mayor grado, los relacionados con la educación superior (Asif, Awan, Khan y Ahmad, 2013;Barnett, 1992;Consejo de Universidades, 1998;De Miguel, Mora y Rodríguez, 1991;Frazer, 1994;Meade, 1995;Meek, y Davies, 2009;Neave, 1996) no han sido ajenos, en modo alguno, a estas preocupaciones y a la tendencia caracterizada por una orientación hacia la excelencia y la satisfacción de todos los agentes implicados en la educación. Sin embargo, las preocupaciones de esta literatura científica, aunque se hayan expandido rápidamente y ocupen un lugar privilegiado entre los objetivos de rango legal, deben ahora ser materializadas a través de diferentes ensayos de solución creativa de los problemas y generalizarse Introducción: calidad universitaria y congresos científicos En los últimos años, la calidad y la excelencia se han convertido en una cuestión de interés creciente en el ámbito universitario. ...
La calidad, como concepto multidimensional, ha impregnado de forma progresiva y transversal todas las esferas del comportamiento universitario —titulaciones, investigación, servicios, pro-fesorado—. La incorporación de enfoques centrados en la excelencia organizacional ha genera-do, al mismo tiempo que una cultura empírica en todos los actores universitarios, una praxis evaluadora que facilita y orienta la toma de decisiones y, consecuentemente, la mejora de las actividades, entre ellas los congresos de carácter científico. El artículo expone los resultados de la investigación llevada a cabo para conocer el impacto y valorar la organización y desarrollo del XV Congreso Nacional y V Iberoamericano de Pedagogía celebrado en Burgos en julio de 2012. Mediante un enfoque basado en los grupos de interés y considerando los aspectos estructurales, institucionales, organizativos, de difusión científica, socioafectivos y personales, se analizan las variables decisivas que intervienen en la planificación y desarrollo de un congreso científico, midiendo también su influencia cuantitativa y cualitativa en la satisfacción de los participantes. Los resultados muestran que los congresos, cumplimentando determinados condicionamientos, estimulan la interacción y reflexividad personal, satisfacen las expectativas de los actores y con-tribuyen a la difusión y aprendizaje de los avances en la investigación especializada, reforzando su valor público y estatuto de calidad.
... The professoriate in EA The work of university faculty has long been devoted to teaching, research, and service, although the extent and ratio of each role function varies from one university to another and from one discipline to another (Cardozier, 1987). Broadly, academics are expected to conduct research, publish the results of such, and then convey their knowledge to students through the design of new courses and participation in curricular innovations (Boyer, 1982). ...
Purpose
– The purpose of this paper is twofold, to answer two questions: how do senior educational administration (EA) field members perceive the field's scholarly aims and boundaries and the meaning of their intellectual work? and what are the similarities and differences between “outsider” and “insider” perceptions of the field's major purposes and directions?
Design/methodology/approach
– Semi-structured interviews with 12 Israeli academics who work in departments of EA in varied universities and colleges.
Findings
– The field members in the study shared similar views of the field's purposes and challenges, but were divided about the field's desired knowledgebase and scholarly boundaries. Some implications for the field's future development are suggested.
Originality/value
– The exploration of academics’ perceptions of their own field of study may increase the intellectual and theoretical understandings of major epistemological aspects of EA as a field of study.
... This sort of data tends to align with school teachers' attitudes towards their role in the marketing of their school (Oplatka & Hemsley-Brown, 2004;Oplatka, 2006). Thus, as academics are expected to conduct research, publish, and then convey their knowledge to students through the design of new courses and participating in curricular innovations (Cardozier, 1987;Coser, 1971), our respondents view the effective performance of these tasks as their contribution to their HE institution. ...
Purpose
The paper's purpose is to test: whether there are significant differences between England and Israel, in terms of perceptions of market orientation (MO) in higher education (HE); which MO dimensions (student, competition, intra‐functional) indicate more positive attitudes and whether the differences are significant; and the reliability of the instrument for using a larger sample of respondents internationally.
Design/methodology/approach
A comparative (online) survey of 68 academics in England and Israel was conducted during the academic year 2007. The MO questionnaire used comprises 32 factor items rated on a six‐point scale, categorised using three headings: market (student‐customer) orientation; competitor orientation; and inter‐functional coordination.
Findings
Overall, academics in both countries indicated that their HE institution is oriented towards meeting students' needs and desires, and cares for students' well‐being, teaching and learning. In addition, the respondents alluded to their contribution to internal marketing, i.e. to the promotion of their university through their own work tasks and performance.
Research limitations/implications
The study was restricted to a comparison of only two universities, one in Israel and one in England, and the sample size is small.
Practical implications
The meeting of student needs, and a student centred approach can be an institutional mission, as well as a government driven initiative imposed on universities through the introduction of a market.
Originality/value
As MO frequently underpins the development and implementation of successful organisation‐environment relationships, the current paper is a first attempt to trace the contextual determinants of this orientation by comparing its frequencies and elements in two different HE systems.
Determining how to assess the value of forensic science is complex and multifaceted. The contributions of forensic science, the impact of evidence in case processing and their effects on the criminal justice system have not been thoroughly recognised. However, the research that has been conducted to date on the effectiveness of forensic science in the criminal justice system points to its enormous potential. Notions of value differ as evidence moves through the criminal justice system, and too often the focus is just on the costs of the provision of forensic science (e.g., cost per test) alone. Analysis of a range of literature which investigate the effectiveness of investigations and the uses of forensic science often have a very limited scope of their notion of value and are dependent on the organisation they are attached to (e.g., police force, forensic service provider, governmental body). Effectiveness and efficiency are important in evaluating forensic science, however assessing value is much broader than just assessments of its costs. The closure of the Forensic Science Service Ltd. has had significant impact on the provision of forensic science in the UK in recent years. Cost effectiveness of forensic science is difficult to assess as data is hard to obtain. This article uses data published over a number of years to assess how the cost of forensic services has changed for police forces in England and Wales. Although only available at an aggregate level, it points to a shifting balance of forensic services provided “in-house” and by external providers; the market of forensic science continues to be difficult to measure.
The study explores how organisational identities of Norwegian universities and colleges were affected by governmental policies concerning the quality of teaching and learning during the 1990s. By combining elements of new and old institutionalism, a neo-institutional perspective is developed emphasising how organizational identities are transformed through the interaction between the individual organisation and its environment - where governmental policies play an important role. Based on the assumption that symbols, myths and social constructions are important determinants for organizational behaviour, a study of changes in organisational identity is seen as vital for uncovering whether Norwegian higher education has been going through a fundamental reorientation about its tasks, roles and responsibilities when it comes to teaching and learning in the period between 1990 ¿ 2000.
University mission statements have their objectives in the world beyond the campus walls. They represent vision statements
that, along with focusing the work of individuals on making the university a better place to learn, also focus the concerted
efforts of all its members on the shared task of making the world a better place. Through an historical process of encouraging
its members to articulate their deepest desires, educational organizations “institutionalize” these desires in the form of
mission statements that offer a widely-understood and compelling vision for realizing these shared aspirations (Holland, 1999). It is erroneous to think that mission statements at modern American institutions of higher education are aimed only at
meeting the self-serving needs of the university itself. Rather, these statements also aim to meet the needs of the modern
world in which these institutions exist.
This article lays a foundation for the debates that follow in the rest of the volume. It particularly focuses on the broad pertinent issues such as the historical develop- ment of private higher education in Africa. While we may largely talk about 'pri- vate surge', it argues that this may be a case of 'resurgence' as antecedents of private higher education existed at the same time as the establishment of public sector institutions or even before in some instances. The article also explores is- sues of the definition of private higher education as a way of preparing the reader to understand what the rest of the articles in the volume refer to when discussing the subject. It then discusses underlying factors in the establishment and growth of private higher education, pointing to issues that seem to be unique to the conti- nent and other developing countries. It then concludes by arguing that private higher education has a future in the continent, especially because it is required by the systems of higher education and the challenges and lessons this poses for governments. The article draws extensively from the rest of the articles in the volume, partly as a way of introducing their debates but also as an illustration of the richness of knowledge they contain, and it also draws from other international literature. Résumé
This article develops a theoretical and conceptual basis for Web site design in academic theological libraries. The article discusses the locus of librarians in the organization of information, the mission of higher education and of the academic library, the purpose of the theological library, the changing role of libraries, the function of libraries as represented on the Web, the nature of hypermedia documents, and criteria for the design and content of Web pages.
In this paper, employability is regarded as an aspect of quality of higher education, or more precisely, the benefit and usefulness of the study programme for career and work tasks. The analyses are based on a comparative survey among graduates in 13 countries, five to six years after graduation. The information about employability, or the usefulness of the study programme related to work is based on the graduates’ own perceptions. The extent to which employability is related to characteristics of the study programme is investigated, in addition to country differences and to what extent the differences are affected by the graduates’ labour market experiences. The analyses show that study programme characteristics have great impact on the value of the programme in the world of work. These characteristics also have an impact on the initial country differences with regard to employability. The quality indicators have minor influence on the chance of obtaining a job but significant effect on doing the job.
At the American Occupational Therapy Association's Annual Conference in 1999, the Representative Assembly passed Resolution J, which became Resolution 670–99 and mandated that entry to the professional level of practice in occupational therapy be at the post-baccalaureate degree level. The Accreditation Council for Occupational Therapy Education (ACOTE) set the effective date as 2007. As a result, more than 50 of the existing 157 occupational therapy educational programs faced the challenge of developing postbaccalaureate entry degree programs. These programs had previously offered only baccalaureate entry degrees. This article compiles the expectations that were articulated as outcomes of transitioning to postbaccalaureate entry, describes findings from an analysis of the current structure of the evolving master's entry level occupational therapy education and identifies concerns for consideration by educational programs and practitioners.
To meet our responsibility for educating the whole person within today's compartmentalized university, we must make providing a total educational experience central to the mission of the university.
The paper is based on a book(written by the author and his colleague MarkkuLehikoinen) dealing with definitions of qualityand views on the applicability of differentmethods of quality assessment to four differentdisciplinary fields: physics, biology,sociology and history. The paper focuses onconceptions and definitions of quality voicedby scholars representing the differentdisciplines. The study involved semi-structuredin depth interviews with 33 experiencedscholars. The disciplines under study werechosen to represent diverse disciplinarycultures, with the aim of finding out about thepotential impact of (social and cognitive)cultural characteristics of the disciplines onconceptions of quality. The findings show bothcommon views across disciplinary fields anddisciplinary differences.
Basic work in universities is carried out in departments representing diverse disciplinary communities. While tasks, goals, perspectives, and social values may vary considerably between different disciplines, it is difficult to find research texts dealing with the question whether, and how, such differences should be taken into account in quality management. The paper is based on a recent study on quality management in diverse disciplinary settings, in which thirty-three interviews have been carried out in Finland and in the UK, and on the author's previous studies on the disciplines under study. The paper provides some preliminary interpretations of the effects of basic disciplinary features on the suitability of approaches of quality assessment in four diverse disciplines (physics, biology, sociology and history).
Comparative studies describing the transition from higher education to work have often simplified the complex transition processes
involved. In this paper we extend previous research by taking into account several steps that comprise labor market entry,
e.g., recurrent education leading to more than one instance of labor market entry. By comparing Germany and the United States
we also examine how the tertiary education systems influence these transitions via the mode of stratification (parallel tracks
in Germany vs. consecutive tracks in the US), the coordination mechanism (state-controlled vs. market-based) and the degree
of standardization in educational programs. In our empirical analyses using large-scale longitudinal survey data we find that
transitions in the US are less standardized and regulated than in Germany. Furthermore, differences between students from
lower- and higher-tier institutions are less marked than expected, both within and between the two countries.
KeywordsEducational system-Transition patterns-Labor market entry-Re-entry into education
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