Improving the Quality of Higher Education (original) (raw)
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Enhancing the quality of teaching and learning in Europe's Higher Education institutions
The Journal of Quality in Education, 2018
Quality assurance considers that ‘prevention is better than a cure’. Quality is a continuous improvement, where it does not come by chance or by accident and is achieved when every professor succeeds in igniting the minds of students. Nonetheless, across the European Union, there is a diverse picture of how European higher institutions promote quality in teaching and learning. The issue of quality in higher education has been given the attention in the academic and legislative environment starting with the Bologna process. Together with the Bologna process, the Lisbon strategy has led to the development and consolidation of universities, with a view to instating a quality culture. It is the aim of this paper to present the challenges in the European Higher Education area. Moreover, this paper identifies European standards and guidelines that European institutions should implement for the continuous enhancement of quality.
Institutional Policies for Improving the Quality of University Teaching and Learning
2019
Changes taking place over the last two decades on the whole educational scene in Europe, suggest that social, cultural, and economic requirements, have led universities to redefine their educational policies and systems of education and professional development. University education has a great responsibility in preparing students for life in the modern world of change and uncertainty. The idea of creating a European space of higher education, which should be compatible and harmonious, sets out daily the key issues of today's university, such as how efficient, flexible, and competitive it is. These issues are directly related to the quality of teaching and learning, i.e. to the quality of the acquired knowledge. This paper attempts to analyse the initiatives, conclusions and recommendations of several international organizations that promote the quality of teaching and learning in higher education and what is the opinion of university professors, professional associations and po...
Enhancing The Quality Of Teaching And Learning In Higher Education
The role of school and education in general is to prepare students for social life. Therefore school, all other institutions, including the university have a mission focused on education and scientific research in the spirit of humanistic ideals oriented towards knowledge, research and social accountability in a globalized, constantly changing society. To achieve these goals it is necessary to focus on the quality of education with all that it involves: teaching, learning, assessment, management, research, communication and transparency. Improving the quality of education is a process-oriented outcome that would meet all the challenges of a society in perpetual change and transformation. Scientists believe that the revolution is not evolution paradigm that characterizes the correct requirements for change in education academic (UD Ehlers, D Schneckenberg, 2010). Educational institution, education will survive to the extent to which it manages to adapt to social requirements. Improving the quality of education and training is a key concern in the policy debate on education both at national and EU level.
Formazione & Insegnamento, European Journal of Research on Education and Teaching. XII(1), 107-128. ISSN 1973-4778 (print) ISSN 2279-7505 (on line), 2014
This position paper attempts to ground the discussion on improving the quality of teaching in the context of Higher Education (HE) in order to take concrete directions toward what in the scientific literature is identified as a culture of quality in education. This concept implies an approach to continuing monitoring, reflection and change toward innovation through main stakeholders’ engagement. The paper will hence briefly introduce the policy context and research background at international and national level, in order to analyze the opportunities of implementing a culture of quality regarding teaching at the University of Trento. Furthermore, it will make a number of recommendations for the concrete implementation of the approach. The document is hence divided into the following parts: A first part, introducing the policy context regarding agenda for the modernization of HE in Europe and at international level. In this context, the issue of quality teaching is focused as key element towards better quality of Higher Education. A second part, regarding the importance and forms of innovation in pedagogical approaches in HIgher Education, as well as the conditions of professional development in academic staff regarding better teaching. A third part, consisting on the research carried out by our research unit within the University of Trento, regarding the issue of quality in Higher Education. A fourth part is devoted to introduce recommendations for the implementation of concrete measures and interventions at institutional level.
Quality of University Education: Educological Discourse
2022
The collective monograph analyzes the current problems of quality assurance in higher education, raises questions about the role and social function of modern universities in society. The educational foundations for the development of university education at the current stage have been highlighted, an analysis of the challenges the modern university community is facing has been carried out, and attention is focused on the digitalization of the educational space. The authors’ team focuseson updating the legal framework and its compliance with the European standards of quality assurance in higher education. Besides, they raise issues of the European requirements implementation at the Ukrainian universities, as well as discuss the quality education impact on the labour market. The researchers pay significant attention to the culturological aspects of quality assurance in higher education: the university values, academic and information culture, and academic integrity.
New Perspectives of Quality Assurance in European Higher Education
Procedia - Social and Behavioral Sciences, 2015
The concept of quality in higher education has become an increasingly important matter for institutions, as well as for public policy and debates on education. Quality assurance has been used for the overall improvement of institutions and their management. As the demand for higher education has increased, so has the demand for its accountability, reliability and value for money (Harvey and Askling 2003). Quality assurance agencies have the responsibility to institutions and the public to assure that the education and experience providers deliver is of a good standard, in order to maintain trust in the education system nationally and internationally. Most importantly, however, quality assurance review mechanisms provide valuable recommendations to how institutions can enhance their provisions. Undoubtedly, quality assurance has seen many improvements since the launch of the Bologna Process in 1999. Given the new developments of quality assurance at European level the purpose of the present paper is to realize a comparative analysis between the new and the old ESG with a look on the impact that the policy document has on Romanian Higher Education.
The objective of this study was to investigate the effectiveness of teaching methods on students' academic performance and to understand what measurements that someone could apply to improve the learning process. In the past our understanding was to measure teaching as the most important factor but at present the learning factor is more important. Students can learn from various sources and the teacher is facilitating the learning process. In order to facilitate the learning teacher should have various qualities and at the same time teaching resources are also important. A good teacher should always obtain the feedback from students about the effectiveness of teaching and peers also can help the colleague to understand the impact of teaching. These are called good practices in teaching.