ethanporcaro/eric-fulltext-meta huggingface dataset:
The Quality of Teaching in Higher Education
Author: Stake, Robert E.
Date: 2004-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,College Faculty,Higher Education,Educational Quality,Politics of Education,Teacher Evaluation,Evaluation Criteria,Risk,Teaching Styles,Personality Traits,Faculty Workload,Bias,Accountability,Communities of Practice,Objectives

Campus teaching is not independent of campus politics. Quality of teaching is partly a function of who cares. The complexity of the disciplines taught is not justification for indifference to the needs of students--and the needs of the public, and the state, and the campus administrative offices, and the instructors. Teaching is not merely a matter of communicating but also of providing opportunity to gain skills, understandings, and capacity to persevere, some of which will be outside the comprehension of some of those who teach. Campus politics today seldom mirrors the Marxist, industrialist, civil rights and anti-war battles of the past. Today's macro-politics are driven by global economic causes, particularly the drawing of students away from work in their home communities to the technological and business centers of the more economically developed cities and countries. The micro-politics of teaching continues to be largely a matter of who gets to teach the courses they want to teach. Good quality of teaching requires attention to the choices in the lives of students, not only in academic specialization but choices about with whom they will have coffee and to what values they will commit their careers. In this paper, we support multiple evaluative efforts. We urge some but only a small amount of attention to traits and styles of instructors. We only slightly notice student outcomes. What we emphasize is instructor duty (McConney et al., 1995). We call for personal judgment of the evaluator and urge that the instructor be viewed as a member of a teaching community. Finally, partly as a political view, we oppose using personnel evaluation to standardize campus teaching. (Contains 29 endnotes and 3 figures.)
Master Study Programmes Orientation and Curricula Inconsistency in Lithuanian Universities
Author: Lauzackas, Rimantas
Date: 2004-00-00
Type: Journal Articles
Subjects: Masters Programs,College Curriculum,Educational Objectives,Graduate Study,Higher Education,Politics of Education,Education Work Relationship,College Graduates,Educational Attitudes,Graduate Students,College Faculty,Educational Change,Foreign Countries

When independence was restored in Lithuania, a single-stage higher education system that had existed hitherto was reorganised into a multi-stage system with Bachelor, Master and Doctoral programme studies. The analysis of Master studies, as a new and atypical phenomenon in Lithuania, highlights the discrepancies between Master programme curricula and its orientation. Master study supervisors, responsible for study curricula and orientation, understand the studies as preparation for research activity, whereas master students and graduates link them to labour market. In Lithuania, academic and professional profiles are not clearly distinguished and defined in Master study programmes; therefore, it is recommended to acknowledge and legitimate academic, professional and even combined profile Master studies. (Contains 1 figure.)
Management as a Factor Affecting the Quality of Institutional Performance: The Experience of Kaunas College
Author: Spudyte, Irma
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,Educational Quality,Organizational Culture,Educational Improvement,Quality Control,Strategic Planning,Educational Administration,Departments,Cooperation,Foreign Countries

The article deals with the necessity of the development of higher education institutions, improvement of their performance and management in the context of constant changes and reforms. The outcomes of the research carried out at Kaunas College in 2003 while implementing the college performance quality improvement plan are presented. Research allowed identifying problematic aspects of management. The authors recommend paying more attention for sharing of information, control, distribution of functions between departments and development of organisation culture. (Contains 9 figures.)
Uncovering Contradictions in Evaluation: The Case of the Music Education Programme at the University of Granada
Author: Arostegui, Jose Luis
Date: 2004-00-00
Type: Journal Articles
Subjects: Music Education,Teacher Education Programs,Foreign Countries,Program Evaluation,Participation,Institutional Evaluation,Evaluation Methods,Efficiency,Educational Quality

This paper reports the evaluation carried out on the Music Teacher Education programme at the University of Granada. The first section deals with the European, national and university framework in which that evaluation was done. The four-stage methodology for collecting data, raising interpretations, external evaluation, and final report preparation corresponds to the main consequence of that framework. In the second part I discuss the main data collected, interpretations suggested, and recommendations raised to different university establishments and communities in order to improve the quality of this syllabus. The three purviews evaluated were teaching, research, and facilities and services provided. In the final section I present my reflections about quality and participation in evaluation that this experience suggests to me. Efficiency rather than quality is the aim pursued. Despite the low participation that students, faculties and staff members have had in this evaluation, I conclude that evaluation promoted actors' involvement. (Contains 14 endnotes and 2 tables.)
Internal and External Quality Assurance in Higher Education
Author: Stumbrys, Eugenijus
Date: 2004-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Quality,Quality Control,Foreign Countries,International Cooperation,Accreditation (Institutions),Guidelines,Institutional Evaluation

This article deals with the issue of developing an efficient study quality assurance system in higher education. The issue of quality assurance is analysed in the context of the Lithuanian higher education integration into the common European Higher Education Area. The author explores the relevance of a study quality issue, presents an overview of internal and external quality assurance mechanisms and study programme accreditation issues. The final part of the article highlights the importance of external assessment and presents the guidelines for its development.
Issues in Critical Multiplism in Evaluation Research: Multiplism of Theories and Analysis of Biases
Author: Patry, Jean-Luc
Date: 2005-00-00
Type: Journal Articles
Subjects: Evaluation Research,Research Problems,Guidelines,Evaluation Methods,Theories,Evaluation Criteria,Quality Control,Social Science Research,Statistical Bias,Multitrait Multimethod Techniques

Quality assurance and evaluation research, like other fields of social research and its application, are confronted with a series of problems. In the present paper, I want first to give a list of such problems, although necessarily incomplete. It is then claimed that while there is no "perfect" solution to these problems, critical multiplism may be a set of approaches which might attenuate the problems or at least make them more visible so that one can deal with them. Critical multiplism is a general methodological framework which cannot be fully accounted for here; rather, I want to present some major issues and on their base make some suggestions about how to conduct social research. (Contains 3 footnotes, 1 table, and 3 figures.)
Institutional Assessment of Research and Studies: Inevitable Feature of a Modern State or One More Bureaucratic Whim in Lithuania?
Author: Dienys, Vincentas
Date: 2005-00-00
Type: Journal Articles
Subjects: Higher Education,Scientific Research,Institutional Evaluation,Quality Control,Foreign Countries,Resource Allocation,Educational Finance,Evaluation Methods,Educational Quality,Educational Policy,International Education,Evaluation Problems,Educational Development

A number of small countries face similar problems while organising external assessment of higher education institutions: how to select proper experts, how to prepare them and maintain? How to avoid bias or interest conflict between experts who evaluate the institution and the institution being evaluated? How to reduce the financial costs of institutional assessment that are relatively high for a small country (isn't it a luxury?), and etc. Therefore, often a question arises if a small country should possess and attempt to maintain appropriate intellectual and organisational resources, necessary for external review of universities, colleges and scientific research institutions? Maybe it would be more purposeful to invite experienced foreign experts to perform assessment? The article presents an attempt to discuss this issue. The authors draw a conclusion that creation and maintenance of such intellectual and organisational resources is indispensable even for such a small country as Lithuania (3.4 mln inhabitants). If Lithuania seeks to be recognised and acquire confidence in higher education quality assurance area, &quot;certain appropriate financial and material resources should be allocated for this purpose.&quot; (Contains 4 footnotes, 6 tables, and 1 figure.)
Walking towards a Moving Target: Quality Assurance in European Higher Education
Author: Westerheijden, Don F.
Date: 2005-00-00
Type: Journal Articles
Subjects: Higher Education,Quality Control,Foreign Countries,Educational History,Accreditation (Institutions),Models,Definitions,Politics of Education,Comparative Education,Educational Development,Educational Quality,Educational Policy,International Education,Institutional Evaluation,Program Effectiveness,Program Evaluation,Evaluation Criteria,Educational Assessment,Standards,Educational Environment

The history of (external) quality assurance schemes in European higher education since ca. 1980 is sketched in this article. The three pioneering countries in Western Europe are taken as models of different developments and contrasted with the rise of accreditation in Central and Eastern Europe after 1989. Using theoretical insights, the dynamics of these developments are sketched, then contrasted with the Bologna Process. (Contains 9 footnotes and 2 tables.)
Parameters of Higher Education Quality Assessment System at Universities
Author: Savickiene, Izabela
Date: 2005-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Quality,Quality Control,Measurement Objectives,Systems Development,Foreign Countries,Systems Analysis,Systems Approach,Standards,Benchmarking,Self Evaluation (Groups),Measurement Techniques

The article analyses the system of institutional quality assessment at universities and lays foundation to its functional, morphological and processual parameters. It also presents the concept of the system and discusses the distribution of systems into groups, defines information, accountability, improvement and benchmarking functions of higher education quality assessment system at universities. The discussion of morphological parameters of this system presents the assessing sub-system and the assessed sub-system. It also presents the functional environment of the quality assessment system at universities. (Contains 5 figures.)
Validity and Evaluations of Teaching in Higher Education Institutions under Positivistic Paradigm
Author: Cisneros-Cohernour, Edith J.
Date: 2005-00-00
Type: Journal Articles
Subjects: Higher Education,Student Evaluation of Teacher Performance,Teacher Evaluation,Educational Quality,Guidelines,Validity,Teacher Effectiveness,College Faculty,Student Attitudes,Generalization,Construct Validity,Content Validity

This paper focuses on the validity of the research conducted under the leading paradigm in the evaluation of teaching in higher education. Messick's framework on validity is used to identify the strengths and limitations of the research, mostly centered on the study of student ratings of instruction. Critical issues that need to be addressed by future studies in this area are also identified. (Contains 3 footnotes.)
The Quality of Higher Education: Paradigm of Study Outcomes
Author: Pukelis, Kestutis
Date: 2005-00-00
Type: Journal Articles
Subjects: Higher Education,Recognition (Achievement),Educational Quality,Institutional Characteristics,Program Development,Role Perception,Curriculum Design,Curriculum Development,Outcomes of Education,Education Work Relationship,Foreign Countries,Minimum Competencies,Qualifications

Study outcomes are an immensely important parameter of higher education quality. They reflect the relationship between studies and labour market needs; determine the framework and internal logics of study programme curriculum: sequence of study objectives, their particularity, study content, methods, student achievement assessment criteria and methodology, material, intellectual, time and financial resources necessary for studies. Study outcomes facilitate the description of the study programme, its internal and external evaluation, serve the maintenance of standards and quality system, and are important in implementing an easily comparable qualification and diploma recognition system in the European higher education area. This article is intended to reveal the importance of study outcomes for study quality in a more comprehensible way and to substantiate the main aspects of quality assessment of higher education in study outcomes paradigm. (Contains 1 footnote.)
Analysis of Student Participation in University Classes: An Interdisciplinary Experience
Author: Trigueros, Carmen
Date: 2005-00-00
Type: Journal Articles
Subjects: Student Participation,Teaching Methods,Interdisciplinary Approach,Teacher Collaboration,Action Research,Instructional Improvement,Foreign Countries,Learner Engagement,Discussion (Teaching Technique),Knowledge Level,Performance Factors,Classroom Environment

The interest to improve the quality of teaching in higher education has led to the involvement of a group of faculty members at the University of Granada Faculty of Education in an Action-Research (A-R) experience titled &quot;Towards a model of collaborative lecture throughout the analysis of their educational tasks.&quot; This has been an interdisciplinary experience because faculties from the Curriculum &amp; Instruction, Body Expression and Music Education Departments have been involved on this project. In this paper our interest is concentrated on the students' participation in class. We consider participation an essential ingredient for teaching which determines the communication between faculties and students and lead the teaching-learning process in a collaborative way. As in the A-R project, at the end we raise proposals to improve our teaching. (Contains 1 footnote.)
Assessment of Non-University Study Programme Realisation: Viewpoint of College Graduates
Author: Zibeniene, Gintaute
Date: 2005-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,College Graduates,Student Attitudes,Program Evaluation,Questionnaires,Content Analysis,Doctoral Dissertations,Curriculum Evaluation,Professional Education,Foreign Countries,Course Content,Educational Environment

The article presents the generalised findings of the research into the Lithuanian college graduates' viewpoint towards the realisation of non-university study programmes. The graduates' opinion research revealed their viewpoint towards: 1) the curriculum of the study programme, 2) the subject content and its teaching quality, 3) practical training and professional activity practice, 4) creation of material conditions for the study programme realisation, 5) teacher activity. (Contains 20 footnotes and 5 figures.)
Organization Culture and Its Development in Private Colleges
Author: Kucinskas, Vytolis
Date: 2005-00-00
Type: Journal Articles
Subjects: Organizational Culture,Private Colleges,Educational Research,Evaluation Criteria,Total Quality Management,Institutional Mission,Student Attitudes,Surveys,Educational Quality,Questionnaires,Teacher Attitudes,College Faculty

The article is intended to discuss the features, structure, functions and developmental peculiarities of organizational culture in private colleges. A summary and conclusions of empirical research into organizational culture in private colleges are presented. (Contains 6 tables and 14 figures.)
Quality of Undergraduate Management Studies in a Changing University Environment
Author: Skudiene, Vida
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Administration,Foreign Countries,Management Development,Undergraduate Study,Global Approach,Surveys,Business Administration Education,Economics,Educational Quality,Teacher Effectiveness,College Faculty,Teaching Methods,Lecture Method,Discussion (Teaching Technique)

The environment for teaching management in Baltic States' universities has undergone profound changes. The factors involved are: greater interaction between classroom teaching and the &quot;real world&quot;, market expansion, internationalization, and increasingly diverse students. The author reports on the survey findings from the three management higher education institutions: ISM University of management and economics (Lithuania), Riga Teacher Training and Educational Management Academy (Latvia), and Estonian Business School (Estonia). The responses of undergraduate management educators indicate that, despite clear indications of greater attention and increased interest in the quality of university teaching in the past decade, lecture and classroom discussion are the dominant instructional techniques. Many of the respondents indicated that they had changed their instructional techniques in the direction of innovative teaching projects, and almost a third of the respondents have taken a course to improve teaching quality. (Contains 2 tables.)
Achieving Constructive Alignment: Putting Outcomes First
Author: McMahon, Tim
Date: 2006-00-00
Type: Journal Articles
Subjects: Curriculum Development,Educational Change,Critical Thinking,Alignment (Education),Outcomes of Education,Best Practices,Guidelines,Higher Education,Behavioral Objectives,Instructional Design,Foreign Countries

This paper starts from the premise that using learning outcomes to organise the curriculum has been demonstrated to be beneficial to both students and teachers. Accepting, however, that there are legitimate concerns over the extent to which the use of learning outcomes can inhibit originality and critical thinking of students, this paper uses the results of the evaluation of a major curriculum reform to derive guidelines on the formulation of learning outcomes and on how best they can be used by teachers to foster these mentioned attributes in students. (Contains 3 figures.)
Study Programme Quality Peculiarities at Some Lithuanian Universities and Colleges: Study Outcomes Paradigm
Author: Pukelis, Kestutis
Date: 2006-00-00
Type: Journal Articles
Subjects: Teaching Skills,Education Work Relationship,Educational Improvement,Labor Market,Labor Force Development,Professional Development,Colleges,Research Methodology,Teacher Qualifications,Program Development,Teacher Competencies,Questionnaires,Social Environment,Social Influences,College Faculty,Educational Quality,Educational Administration,Academic Achievement,Evaluation Methods,Student Evaluation

The article presents the findings of the research into professional development needs of study programme managers at four Lithuanian higher education schools (two universities and two colleges) and a revised methodology for research into study programme managers professional development needs in the didactical domain of teacher qualification related to designing, realizing and improvement study programmes within the study outcome paradigm. The research participants were 149 study programme managers (84 from universities and 65 from colleges). The purpose of the present research is to further a discussion on the improvement of study programme quality within the study outcome paradigm. (Contains 6 tables and 12 figures.)
Responsibility of University and College Staff for Higher Education Quality Management
Author: Valiuskeviciute, Audrone
Date: 2006-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Quality,School Personnel,Responsibility,School Culture,Foreign Countries,Institutional Evaluation,Audits (Verification),Employee Attitudes,Universities,Colleges

The article analyses the issue of indefiniteness of higher education quality management as a specific area of quality management. It analyses the participation of staff in the development of quality culture. It investigates the perceptions of university and college staff of their responsibilities to participate in quality management. On the basis of three dimensions (processes, functions and levels) it seeks to define the area of quality management, to reveal the approach of communities of Lithuanian universities and colleges to the distribution of responsibility for quality in the organization and to identify the level of readiness the staff at Lithuanian universities and colleges ensuring for quality management. The research determined that all staff groups consider quality management at individual level to be their most important responsibility. Their contribution to institutional assessment and audit of quality management system has a lower priority. On the basis of the obtained research results it is possible to assume that quality management at colleges is more advanced than at universities: at colleges, the responsibility for quality distribution is more agreed upon, there is more commitment to contribute to a number of quality management areas. Quality management areas that need improvement were also determined in higher education institutions. (Contains 1 table and 9 figures.)
Priorities of Higher Education Quality Improvement: Student and Teacher Attitude
Author: Savickiene, Izabela
Date: 2006-00-00
Type: Journal Articles
Subjects: Higher Education,Quality Control,Teacher Attitudes,Student Attitudes,Educational Quality,Foreign Countries,Professional Development,Academic Achievement,Evaluation Criteria,Educational Improvement

Higher education quality improvement is a constant and continuous university activity and its implementation should be given a priority. This article analyses the most important tasks set at three Lithuanian universities seeking to improve higher education quality: the improvement of higher education quality assurance system, teacher professional development and student achievement improvement. These dimensions of higher education quality are characterised by assessment criteria, used as the basis in revealing student and teacher attitude to priorities of higher education quality improvement. (Contains 1 footnote and 4 figures.)
Harmonization of Higher Education System in Lithuania--Prerequisite for Quality Improvement of Studies
Author: Zibeniene, Gintaute
Date: 2006-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Educational Quality,Educational Development,Evaluation Criteria,Alignment (Education),Articulation (Education),Educational Change,Quality Control,Change Strategies,College Programs,Program Evaluation

The article examines harmonization of higher education as an prerequisite of improvement of study quality in Lithuania. It overviews the development of higher education and criteria of university and higher non-university study programmes. An assumption is made that higher university and higher non-university studies are poorly harmonized and the strategy for realization of studies is lacking relevant coherence. Unification of assessment criteria shows lack of harmonization in and between non-university and university studies as well as the problem of realization of the mission of components of a binary higher education system. (Contains 1 figure and 2 footnotes.)