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Descriptors:
Higher Education; Institutional Evaluation; Governance; Data Analysis; Institutional Research; Professional Identity; Institutional Characteristics; Knowledge Management; Change Strategies; Educational Change; Educational Policy; Educational Development; Policy Formation; Case Studies; Data Collection; Data Processing; Educational Environment; Performance Factors; Comparative Education

Abstract:
Recent changes in European higher education have accompanied a strong desire and need by national ministries to have comparable data across institutions and a growing recognition from campus leaders that effective planning and decision-making requires reliable institutional data and analyses. This has induced changes and restructuring of duties and roles of administration, administrative staff and academic staff. In North America, internal institutional data analysis is often referred to as institutional research. We examine the roles and functions of institutional research within North America and how the changes within European higher education have created a purpose for institutional research. Specifically, we explore the topical areas of institutional assessment, data management, institutional governance, as well as the changing identity of academic professionals within European universities. Within our examination, we explore in-depth one European country's higher education system to demonstrate how history, culture and legislative changes manifest into a need for institutional research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Productivity; Higher Education; Evaluation Criteria; Governance; Foreign Countries; Humanities; Global Approach; Competition; Reputation; Benchmarking; Educational Trends; College Faculty; Research; Faculty Publishing; Institutional Evaluation; Educational Policy; Financial Support; Periodicals; Citations (References); Social Sciences; Statistical Analysis; Academic Achievement; Excellence in Education; Student Recruitment

Abstract:
The increasing importance of the competition in global university ranking has resulted in a paradigm shift in academic governance in East Asia. Many governments have introduced different strategies for benchmarking their leading universities to facilitate global competitiveness and international visibility. A major trend in the changing university governance is the emergence of a regulatory evaluation scheme for faculty research productivity, reflected by the striking features of the recent changing academic profile of publication norms and forms that go beyond the territories of nation-states in the East and West. With the expansion of the Taiwanese higher education system in the last two decades, the maintenance of quality to meet the requirements for international competitiveness has become a key concern for policy makers. Since 2005, the Ministry of Education has introduced a series of university governance policies to enhance academic excellence in universities and established a formal university evaluation policy to improve the competitiveness and international visibility of Taiwanese universities. In so doing, the government has legalized a clear link between evaluation results and public funding allocation. Research performance is assessed in terms of the number of articles published in journals indexed by the Science Citation Index (SCI), the Social Science Citation Index (SSCI), and the Arts and Humanities Citation Index and in terms of citation rates and associated factors. Therefore, evaluation has taken on a highly quantitative dimension. Despite the efforts of concerned parties to encourage academic excellence, the above-mentioned quantitative evaluation indicators have resulted in bitter complaints from the humanities and social sciences, whose research accomplishments are devalued and ignored by the current quantitative indicators. In this paper, the authors describe the recent petition for collective action initiated by university faculty to protest the privileging of SSCI and SCI publications as critical indicators for academic performance regardless of faculty discipline and specialization. The article concludes its argument with a group petition calling for more diverse and reliable indicators in recognizing the research of different natures and disciplines while creating culturally responsive evaluation criteria for social sciences and humanities in the Taiwanese academe. The article not only sheds light on academic evaluation literature, especially on the uncertain paradox of globalization and market economy, but also proposes alternatives to the evaluation system for humanities and social sciences in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Quality Assurance; Institutional Evaluation; Vocational Education; Foreign Countries; Change Agents; Educational Change; Program Evaluation; Accreditation (Institutions); Outcomes of Education; Total Quality Management; Influences; Evaluation Methods; Educational Legislation; Federal Legislation

Abstract:
Post-secondary education institutions in Taiwan are divided into two tracks, general higher education (HE) and technological and vocational education (TVE). The evaluation of all universities/colleges is mandated by the University Act. Higher education institutions receive mandated institutional evaluation every six years and program evaluation every five years. The purpose of this paper is to briefly introduce the status of higher education institutional and program evaluations in Taiwan as well as the emerging roles of the Higher Education Evaluation and Accreditation Council of Taiwan (HEEACT). Both institutional and program evaluations are accreditation-oriented, adopting the PDCA (Plan-Do-Check-Act) cycle with an emphasis on institutional and program self-positioning, student learning outcome, and mechanism for continuous improvement. As the third-party planner and implementer of higher education institutional and program evaluations, HEEACT has conducted internal and external assessments as well as entrusted third-party meta-evaluation to assure its quality of work. Faced with the emerging challenges, such as the Ministry of Education's new policy on requiring some universities/colleges to implement self-conducted external evaluation in replacement of the third-party program evaluation, HEEACT has to alter its roles and becomes a Critical Friend of higher education institutions and programs, a Change Agent of higher education institutional and program evaluation, and an Effective Facilitator of the international exchanges and cooperation on quality assurance and mutual recognitions of national qualifications. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Goal Orientation; Medical Education; Measurement Techniques; Theories; Test Construction; Institutional Evaluation; Evaluation Criteria; Educational Quality

Abstract:
The educational environment has been increasingly acknowledged as vital for high-quality medical education. As a result, several instruments have been developed to measure medical educational environment quality. However, there appears to be no consensus about which concepts should be measured. The absence of a theoretical framework may explain this lack of consensus. Therefore, we aimed to (1) find a comprehensive theoretical framework defining the essential concepts, and (2) test its applicability. An initial review of the medical educational environment literature indicated that such frameworks are lacking. Therefore, we chose an alternative approach to lead us to relevant frameworks from outside the medical educational field; that is, we applied a snowballing technique to find educational environment instruments used to build the contents of the medical ones and investigated their theoretical underpinnings ("Study 1"). We found two frameworks, one of which was described as incomplete and one of which defines three domains as the key elements of human environments ("personal development/goal direction", "relationships", and "system maintenance" and "system change") and has been validated in different contexts. To test its applicability, we investigated whether the items of nine medical educational environment instruments could be mapped unto the framework ("Study 2"). Of 374 items, 94% could: 256 (68%) pertained to a single domain, 94 (25%) to more than one domain. In our context, these domains were found to concern "goal orientation", "relationships" and "organization/regulation". We conclude that this framework is applicable and comprehensive, and recommend using it as theoretical underpinning for medical educational environment measures. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reputation; Journalism; Journalism Education; Accreditation (Institutions); Undergraduate Study; Academic Standards; Administrator Attitudes; Program Attitudes; Value Judgment; Mail Surveys; Online Surveys; Program Effectiveness; Program Evaluation; Institutional Evaluation; Etiology

Abstract:
Accreditation is among various outside influences when developing an ideal journalism curriculum. The value of journalism accreditation standards for undergraduate programs has been studied and is still debated. This study discovers views of opinion leaders in U.S. journalism programs, as surveyed program directors give reasons for being accredited or not. The most important reason for schools with, or obtaining, accreditation is reputation enhancement. But many directors question accreditation's value. Some perceive the cap on journalism credits that students can take as a limitation of student development and a hindrance to responding to increasing media industry convergence. (Contains 1 table and 46 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Institutional Evaluation; Instructional Design; Curriculum; Learning Experience; Creative Thinking; World Problems; Student Attitudes; Educational Games; Simulation; Course Evaluation; Pilot Projects; Empathy; Critical Thinking; Economic Development; International Organizations; International Education; Problem Based Learning; Qualitative Research; Thinking Skills; Creative Activities; College Students; College Instruction; Instructional Effectiveness; Case Studies

Abstract:
The "Global Village Playground" ("GVP") was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering critical and creative thinking. In the "GVP", students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. Researchers employed a qualitative case study approach to evaluate participant reactions to the course, their perceptions of the instructional design methodology, what they learned in the course, and the challenges they experienced during the pilot implementation of this capstone design. This article documents what students reported to have learned in the course as a result of their experience creating an alternate reality game. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Higher Education; Quality Assurance; Accreditation (Institutions); Definitions; Networks; International Organizations; Global Approach; Institutional Evaluation; Standards; Educational Policy; Policy Analysis; International Education; Comparative Analysis; Institutional Role; Consortia

Abstract:
Cross-border higher education resulting in the increased mobility of students, academic staff, programs, institutions and professionals has grown considerably in global times. Therefore, how to ensure that the quality of academic programs has met the local and international standards simultaneously has become a great challenge in many nations. In recent years, the need for close cooperation of quality assurance agencies and acceptance of review decisions called "Mutual recognition" has been promoted by several international quality assurance networks of higher education, Established in 2003, the European Consortium for Accreditation in higher education (ECA), which aims to achieve mutual recognition of accreditation decisions among member countries, is the first such initiative in the world. The main purpose of the paper is to understand the definition of mutual recognition, examine the role of the international quality assurance network in the promotion of mutual recognition and analyze the ECA, ARCU-SUR, and Asia-Pacific Quality Network cases. The implication of mutual recognition for higher education quality assurance of Asian nations and related issues derived from other regions will be discussed in the conclusion. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Performance Technology; Performance Based Assessment; Improvement Programs; Institutional Evaluation; Organizational Culture; Cognitive Mapping; Systems Approach

Abstract:
Using their "license to snoop," performance architects uncover the nuances of how work gets done in an organization. This is the first of a four-part series in which each article will present a different organizational level. Typical performance issues and opportunities for each level will be discussed, and helpful models and tools will be shared. Part 1 examines the worker/individual/team level and explores how to use a performance map to help identify the performance improvement needs of individuals or work groups. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Global Approach; International Schools; Educational Policy; Politics of Education; International Education; Social Influences; Educational Research; Universities; Higher Education; Institutional Evaluation; Evaluation Criteria; Governance; Foreign Students; Administrative Organization

Abstract:
Cosmopolitan, international capital has become an integral ingredient in the set of competencies considered to provide a competitive edge and to be required for affective citizenship in the 21st century. Recently, internationalization of education has become a more common phenomenon in local schools around the world, serving as a tool to provide youth with cosmopolitan capital and relevant capabilities for the future. Although the academic debate on international schools and internationalization is flourishing, few attempts have been made to characterize and measure the intensity of the internationalization process at the school level outside the International Baccalaureate (IB) context. This article focuses on the need for internationalization assessment in schools, and presents a theoretical framework and an initial set of indicators for such assessment. The purpose of this study is to propose a new direction in educational policy research, which reflects the increased political and economic salience of internationalization in schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Assessment; Formative Evaluation; Evaluation Utilization; Summative Evaluation; Institutional Evaluation; Quality Assurance; Program Evaluation; Evaluation Methods; College Programs; Certification; Qualitative Research; Student Evaluation; Intellectual Disciplines; College Faculty; College Instruction; Content Analysis; Semi Structured Interviews; Case Studies; College Environment

Abstract:
This article explores the relationship between the lack of visible attention to formative assessment in degree specifications and its marginalization in practice. Degree specification documents form part of the quality apparatus emphasizing the accountability and certification duties of assessment. Ironically, a framework designed to assure quality may work to the exclusion of a pedagogic duty to students. This study draws on interview and documentary evidence from 14 programmes at a single UK university, supported by data from a national research project. The authors found that institutional quality frameworks focused programme leaders' attention on summative assessment, usually atomized to the modular unit. The invisibility of formative assessment in documentation reinforced the tendency of modular programmes to have high summative demands, with optional, fragmented and infrequent formative assessment. Heavy workloads, modularity and pedagogic uncertainties compounded the problem. The article concludes with reflections about facilitating a more pervasive culture of formative assessment to improve student learning. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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