Quality assurance in education
Group for specialists of quality assurance offices, department and cells. Participants can add useful and simply interesting materials, create discussions on professional issues and topics.
Topics: Documents, Science and Education, Educational Process
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Today, rankings play a formidable role in establishing reputation of universities and colleges and their position in the education market. Although rankings have a great influence on higher education, society and even national policy orientation, ranking systems are often heavily criticized for certain drawbacks. Read more about significance of ranking systems and their weaknesses that should be understood and recognized.
The UK is known to be the world leader in terms of student retention. However, a huge variation within the country can be observed, depending on the type of student and university. When students drop out, this can be very costly to universities. So, what are the best ways to improve continuation rates? How strategies should universities use to make students feel more comfortable and help those who are at risk of dropping out? Read more to find out.
The best approach to education quality assurance is a collective one. For the purposes of quality assurance, such communities as a faculty learning community or a community of practice are established. What components do they consist of? What are the goals and functions of FLCs and CoPs? How do they improve academic performance? Read more to find out how FLCs’ and CoPs’ activities transform teaching and learning processes and influence their quality.
In South Africa, as in some other countries, academics and their institutions receive financial incentives for encouraging them to publish more. On the one hand, it’s a good intention as it contributes to the development of peer-reviewed research, but such approach has already led to some unfavourable outcomes. Read more to find out what negative consequences the introduction of the academic incentive system has resulted in.
In 2017 Times Higher Education published the list of the world’s 150 most international universities that differs radically to that published in 2016. What are the differences between the two lists? What rankings criteria changes were introduced compared to the previous year? Why were some universities that ranked high in 2016 excluded from the new list? What universities benefited most from new evaluation approaches? The rankings expert will answer these questions.
To publish or not to publish? Great debates have been conducted over the question of whether graduate students should be expected to submit their works for publication. Why do graduates strive to publish in academic journals? Why does graduates’ publishing draw some objections from critics? What publishing policies are pursued by journals? What should be done to improve the quality of publications? Read more to find out.
It’s very hard to track how much and what students learn in college so new ways of measuring learning gains must come to help. Recently, a series of research projects testing various potential measures has been launched. Who participates in these projects? What data do the projects take into account? Which teaching and learning quality evaluation methods are employed? Read more to find out.