ethanporcaro/eric-fulltext-meta huggingface dataset:
The Performance of SERVQUAL to Measure Service Quality in Private University
Author: Leonnard
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Quality,Private Colleges,Public Relations,Foreign Countries,Student Attitudes,Measurement Techniques,Educational Improvement,Structural Equation Models,Reliability,Educational Facilities,Libraries,College Faculty,Teacher Student Relationship,Interpersonal Attraction,Academic Support Services,Universities,Student School Relationship,Empathy,Correlation,Quality Assurance

The increasing number of educational services has caused a high competition in this industry. In Indonesia, the number of private universities is the highest compared to state universities and other forms of higher education institutions. Ability to predict factors that are important in providing educational services to achieve student satisfaction and make them loyal to the university is highly necessary. In this study, we investigated the main factors of service quality that affect student satisfaction and loyalty by collecting data from 319 students from London School of Public Relation in Jakarta. Structural equation modeling (SEM) was employed to analyze the data through AMOS 24 statistical package. The findings indicated that the main factors influencing student satisfaction in private university are tangible and reliability consisting of: (1) comfortable lecture rooms, (2) adequate library facilities, (3) neat staff appearance, (4) non-discriminatory treatments provided by staff and lecturers, (5) high ability and knowledge provided by staffs and lecturers, and (6) appropriate academic services provided by the university. Student satisfaction with these factors would indirectly lead to loyalty to the university. Finally, service quality measurement through SERVQUAL was redundant as a model to measure the effect of service quality in educational service.
Factors Describing Students&apos; Perception on Education Quality Standards
Author: Vnoucková, Lucie
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Quality,Standards,Student Attitudes,Student Interests,Measurement,Quality Assurance,Competition,College Administration,Preferences,Innovation,Distance Education,Business,Educational Improvement,Foreign Countries,Higher Education

Education quality assurance is the necessity for today's competitive environment in university education. Quality assurance standards and strategies are being used in most of universities and higher education institutions. But the perception of quality standards is being usually seen from the perspective of a university management. This study aims to analyze and present perceptions of students towards a measurement of education quality standards and to identify significant groups of students according to their preferences in education quality. Students' questionnaires and focus groups collected the data. Two dimensional and multi-dimensional statistical methods were used to evaluate the results. The outputs show five groups of students based on their perception of the education quality. Examination of students' interest in specific areas, subjects and courses leads to identification of factors which affect their preferences in education. The paper found five significant groups of perceived quality by students. These are Quality receptionists, Business oriented, Expert innovators, Distance learners and Arrangement oriented. Limit of the study is a narrow focus on one private university. This study may encourage other papers to develop and test further the impact of education quality on students' preferences for measurable improvements. The paper is an extension of the conference paper presented on ERIE conference 2017.
Do Adult English Language Learners and Their Teachers Have Similar Approaches to Success?
Author: Taskiran, Ayse
Date: 2018-00-00
Type: Journal Articles
Subjects: Adult Students,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Attribution Theory,Student Attitudes,Intensive Language Courses,Learning Motivation,Teacher Role,Teacher Student Relationship,Locus of Control,Foreign Countries,Academic Achievement,Academic Failure

This study explores the similarities and differences between adult language learners' and their teachers' attributions of perceived success and failure in learning English as a foreign language in an intensive program. It examines attributions along with three dimensions: locus of causality, stability and controllability. 319 students and 81 teachers responded to a self-administered questionnaire and reported more attributions for failure than for success. The most frequent attributions both groups stated were effort, teacher, motivation, and participation. Causal dimensionality patterns of success and failure-oriented students did not show much differences. They both had significantly more controllable and unstable attributions. Teachers' dimensionality patterns did not differ from that of the students except for locus of control dimension. Causal dimensionality of both teachers and students seemed to be healthy attributional styles according to Weiner's attributional model of achievement motivation.
Teachers&apos; Evaluation of Importance of Selected Determinants of Education of Socially Disadvantaged Pupils
Author: Šafránková, Anna Petr
Date: 2017-00-00
Type: Journal Articles
Subjects: Disadvantaged,Inclusion,Elementary School Teachers,Teacher Attitudes,Class Size,Student Interests,Teacher Characteristics,Religious Factors,Beliefs,Race,Socioeconomic Background,Special Needs Students,Teaching Methods,Intervention,Social Support Groups,Foreign Countries,Student Adjustment,Q Methodology

Education of socially disadvantaged pupils is a current issue widely discussed, especially in the context of the philosophy of inclusive education. The present article focuses on presentation of results of a research study aimed at finding out the relevance to teachers of selected determinants involved in education of socially disadvantaged pupils. For this purpose the Q-methodology was used. We found that teachers teaching at the selected elementary schools saw as the most relevant determinants of education of socially disadvantaged pupils reduced class numbers and interest of the socially disadvantaged pupils in their own education, while determinants of the teacher's side (social environment the teacher comes from, their religious belief and race) were considered less relevant.
The Effectiveness of the E-Learning Applications: Assessment of the Service Quality Using Binominal Logistic Regression
Author: Lengyel, Peter
Date: 2017-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Electronic Learning,Educational Quality,Foreign Countries,Questionnaires,Comparative Analysis,Student Attitudes,Teacher Attitudes,College Students,College Faculty

The success and the efficiency of e-Learning should be measured by a reliable method in order to use it effectively. Although, there are several studies about the success of e-Learning systems, only a few of them deal with the measurement of this success within the institutions. We made a questionnaire to evaluate the e-Learning application. The aim was to develop such questionnaire which is suitable to evaluate e-Learning quality. The basis of the e-Learning quality questions was a multi-dimensional model for assessing e-learning systems success (ELSS). The aim of the questionnaire were to compare the opinions of the students and the teachers and also to evaluate the Faculty of Economics and Business (FEB) of the University of Debrecen and the Corvinus University of Budapest (CUB) regarding the application of e-Learning. The role of the questionnaire for quality development is to give guidance for the FEB in implementing and using e-Learning. E-Learning in the CUB is applied under certain organized institutional circumstances. The e-Learning application of CUB works with an organization defined extended several faculties of the University, which can be a good example for FEB. We have used factor analysis and binominal logistic regression. We have examined whether the background variables manipulating the variables are possible to be developed on the basis of the answers. We used factor analysis to demonstrate this since it contracts the coherent factors into one common factor. Finally we used logistic regression to determine the importance of a given factor for the users of both faculties.
Effect of the Use of Computer-Aided Assessment System in the Teaching of Mathematical Analysis with Regard to Students&apos; Approaches to Learning
Author: Berková, Andrea Jahodová
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Mathematics Instruction,Learning Strategies,Foreign Countries,Calculus,College Mathematics,Undergraduate Students,Academic Achievement,Homework

Computer-aided assessment systems are increasingly used in education for both formative and summative assessment. Example of such a system from the area of mathematics education is the platform Maple T. A. (Testing and Assessment), which was developed specially for assessment in mathematics. The paper is focused on the efficiency of the use of the Maple T. A. platform to students' performance in classes of mathematical analysis (calculus). For this reason, the pedagogical experiment was conducted on the first and later second year undergraduate students of teaching mathematics taking into consideration their approaches to learning and studying. The research results include cluster analysis of students' approaches to learning and studying and analysis of students' performance in their homework assignments and final tests.
Bayesian Diagnostics for Test Design and Analysis
Author: Silva, R. M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Item Response Theory,Bayesian Statistics,Test Construction,Markov Processes,Monte Carlo Methods,Statistical Inference,Statistical Distributions,Questionnaires,Programming Languages

This paper attempts to bridge the gap between classical test theory and item response theory. It is demonstrated that the familiar and popular statistics used in classical test theory can be translated into a Bayesian framework where all of the advantages of the Bayesian paradigm can be realized. In particular, prior opinion can be introduced and inferences can be obtained using posterior distributions. In classical test theory, inferential decisions are based on the values of statistics that are calculated from the responses of subjects over various test questions. In the proposed approach, analogous &quot;statistics&quot; are constructed from the output of simulation from the posterior distribution. This leads to population-based inferences which focus on the properties of the test rather than the performance of specific subjects. The use of the JAGS [Just # Another Gibbs Sampler] programming language facilitates extensions to more complex scenarios involving the assessment of tests and questionnaires.
Education, Poverty and the Trap of Poor Countries in the Face of Development
Author: Bandala, Carlos Alberto Jiménez
Date: 2017-00-00
Type: Journal Articles
Subjects: Poverty,Economic Factors,Public Policy,Well Being,Economic Development,Economics,Educational Indicators,Educational Development,Developing Nations,Developed Nations,Social Influences,Cross Cultural Studies,Attribution Theory

This article aims to identify the level of incidence of social and economic variables on education, considering the existence of a cumulative circular causation, in order to point out public policy recommendations to improve people's well-being and thus increase Indicators of development, especially in educational matters. An econometric analysis integrates available information from 128 countries between the period 2010-2015. The results show different effects on the level of incidence of social and economic variables between rich and poor countries.
Macroeconomic Impact of Expenditures on Higher Education: Regional Input-Output Analysis
Author: Vltavská, Kristýna
Date: 2017-00-00
Type: Journal Articles
Subjects: Macroeconomics,Expenditures,Higher Education,Industry,Economic Impact,Departments,Economics Education,Statistics,Universities,Comparative Analysis,Input Output Analysis,Foreign Countries

This paper deals with the regional input-output analysis and its application to evaluation of the macroeconomic impact of expenditures on higher education. Regional input-output tables represent newly developed tool which can be used for the assessment of the regional economic impact of the particular industry and its institutions. The regional input-output tables were experimentally constructed by the Department of Economic Statistics at the University of Economics for all 14 Czech regions. Employing them, we can demonstrate the impact of expenditures on higher education on the macro-economic indicators and employment. This paper deals with 1 billion Czech crowns expenditures on higher education sent by the Ministry to the hypothetical higher education institution. Finally, the impact of higher education expenditures is compared with the impact of expenditures to another industries (ICT, R&amp;D and tourism).
Quality Control and Improvements Mechanism of Study Field--Focused on Professional Study Field
Author: Vondra, Zdenek
Date: 2017-00-00
Type: Journal Articles
Subjects: Quality Control,Foreign Countries,Professional Continuing Education,Higher Education,Postsecondary Education as a Field of Study,Program Improvement

Quality control mechanism that allows long term improvements of a study field or a study program is necessary for good functioning of educational institution or department in actual nature of competitive universities' environment. This paper focuses on quality control mechanisms in general and more closely on professional study fields. The professional study fields have been settled in Czech higher education by approving the amendment to the Higher Education Act. This brings new need for control and improvement mechanisms based more on connection to industry practice than on academic publications. The aim of this paper is to explain the importance of gathering information from contact with study field's stakeholders. These information lead to form appropriate improvements implemented on time. In the case study, there are presented examples of gathered findings and how they are being handled. They include the student's expectations that underrate theory although it is needed for basic insight to the industry. The students are also motivated to start their own business. What this paper brings is the proposed continuous development mechanism that helped to improve the bachelors study field Multimedia in Economic Practice and also the general recommendations that should help to any other study field.
Successful Team-Based Development of an Online Course with an External Partner: An Analysis of the Perspectives of Academics
Author: Croxford, Sharon
Date: 2019-00-00
Type: Journal Articles
Subjects: Teamwork,Cooperative Planning,Online Courses,Educational Technology,Health Sciences,Higher Education,Barriers,Time Management,Expectation,Interpersonal Communication,Ownership,Expertise,Cooperation,Foreign Countries,College Faculty,Teacher Attitudes

Course and subject development teams are increasingly seen in the tertiary online teaching environment and they face a unique set of challenges. The purpose of this study was to synthesise and share learnings of 12 academics involved in the development of subjects with an external partner for a new multidisciplinary online health science course at an Australian university, in order to improve ongoing development within the course and inform new course development. In this case study, thematic analysis of focus group discussions and qualitative survey data identified five key themes related to the development process: time management, setting expectations, communication, the development team, and ownership. Barriers to productive subject development included unrealistic timelines, unclear lines of communication, unmet or unrealistic expectations and lack of recognition of team members' expertise, and lack of support for genuine collaboration. Team-based development of an online course has the potential to be a rewarding experience for academics. In order for the benefits to be realised, approaches to development underpinned by a community-centred framework, observing core values such as collaboration, shared sense of purpose and expectations, would address a number of the issues identified in this study.
Higher Education for Higher Competitiveness
Author: Komárek, Jaroslav
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Competition,Economics Education,Criticism,Comparative Education,Universities,Business Administration Education,Bachelors Degrees,Required Courses,Theses,Elective Courses,Work Environment,Education Work Relationship,Foreign Countries,Educational Legislation

The current criticism of higher education is that the education offered does not match the needs of practice. In terms of competitiveness, Germany is about the forefront in Europe, and logically the question of whether higher education is the source from which leads to this result. The objective of this paper is to compare the corresponding study programs of Czech and German universities in the area of Economics by identifying the relevant differences and to confirm or dismiss the validity of the research hypothesis &quot;Business Economics programs at German universities differ in ways that can boost competitiveness&quot;. In order to compare the study programs between Czech and German universities, the eight faculties of Economics geared towards Business and Economics and Bachelor degree program were selected. As an introductory information, the structure of the programs was compared in terms of course load and which courses being compulsory, elective, and various forms of actual work practice and Bachelor thesis. The portfolio analysis of compulsory courses was organized into more general course groups and the percentage share of the total extent of compulsory courses was evaluated and the percentage of the active part. The analysis of Bachelor's degree programs justifies the validity of the research hypothesis such that German study programs are more focused on practical application in a work environment. To that, contribute significantly the German specific institutions, the universities of applied sciences, which are strongly geared towards the needs of actual practice. The reflection of findings may apply in the context of the forthcoming implementation of amendment to the Higher Education Act.
What Is in a Definition? The How and When of Special Education Subgroup Analysis in Preschool Evaluations
Author: Shapiro, Anna
Date: 2019-06-00
Type: Journal Articles
Subjects: Definitions,Special Education,Preschools,Preschool Children,Special Needs Students,Experimental Groups,Control Groups,Federal Programs,Early Childhood Education,Early Intervention,School Readiness,Low Income Groups,Disadvantaged Youth,Program Evaluation,Intelligence Tests,Verbal Ability,Vocabulary,Child Behavior,Check Lists,Achievement Tests

There are unique challenges to estimating causal effects of preschool for students with special needs that have not received attention in the literature. We revisit the Head Start Impact Study (HSIS) to illustrate that when and how special needs is defined has implications for the internal validity of and interpretation of special needs subgroup impact estimates. We find that the treatment group in the HSIS was three percentage points more likely to be classified as special education (SD = 0.11, p &lt; 0.001) at baseline, likely biasing the impact estimates for this subgroup. We also find that the estimated intent-to-treat effects of Head Start on cognitive and socioemotional measures are sensitive to subgroup definition.
The Impact of the Michigan Merit Curriculum on High School Math Course-Taking
Author: Kim, Soobin
Date: 2019-06-00
Type: Journal Articles
Subjects: Secondary School Mathematics,College Preparation,Course Selection (Students),Mathematics Achievement,Educational Policy,High School Students,Socioeconomic Status,College Entrance Examinations,Enrollment

Michigan Merit Curriculum (MMC) is a statewide college-preparatory policy that applies to the high school graduating class of 2011 and later. Using detailed Michigan high school transcript data, this article examines the effect of the MMC on various students' course-taking and achievement outcomes. Our analyses suggest that (a) post-MMC cohorts took and passed approximately 0.2 additional years' of math courses, and students at low socioeconomic status (SES) schools drove nearly all of these effects; (b) post-policy students also completed higher-level courses, with the largest increase among the least prepared students; (c) we did not find strong evidence on students' ACT math scores; and (d) we found an increase in college enrollment rates for post-MMC cohorts, and the increase is mostly driven by well-prepared students.
Developing Multimedia Collaboratively: Practical Approaches for Large-Scale Online Curriculum Development
Author: McInnes, Richard
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Virtual Universities,Online Courses,Curriculum Development,Multimedia Materials,Multimedia Instruction,Material Development,Interdisciplinary Approach,Instructional Design,Educational Development,Interactive Video,Expertise,Cooperation

Transformations in contemporary higher education have led to an explosion in the number of degrees delivered online, a significant characteristic of which is the incorporation of multimedia to support learning. Despite the proliferation of multimedia and growing literature about the affordances of various technologies, there are relatively few examples of how judgements are made regarding choosing and actioning multimedia development decisions for educational developers. The case study presented here is framed within an institution-wide project for the development of fully online degrees that utilised a collaborative approach to curriculum and multimedia development. This example focuses on the establishment and operation of a collaborative approach to curriculum development in which multidisciplinary development teams invested considerable resources in researching improvements to their multimedia practices and processes. This article reflects on the collaborative team approach to multimedia design and development by examining the team's experiences and practices through the lens of existing multimedia research, in order to understand the convergence between multimedia theory and the practicalities of developing multimedia within the constraints of large-scale online curriculum development. Through these reflections, four lessons learned will be explicated which will inform those engaged in employing similar approaches in other contexts. These lessons learned identify the benefits and potential issues associated with: (1) the approach used by the collaborative development team to support the production of multimedia; (2) the practices and process used by the collaborative development team to facilitate the creation of concise multimedia presentations; (3) the impacts of establishing teaching presence through videos created by the course writer and online course facilitator; and (4) the presentation styles used by course writers and the tools they used during multimedia production.