Quality in Higher Education: Developing a Virtue of by Ming Cheng
By Ming Cheng
Many international locations now hire nationwide assessment platforms to illustrate publicly that universities offer a top quality schooling. even if, the present approaches of caliber assessment are frequently indifferent from the practices of training and studying. particularly, those that educate and those that examine nonetheless must be gained over to such audit processes.
This booklet argues that it's time for the better schooling zone to trouble itself with the human measurement for you to strengthen either educational professionalism and scholars’ dedication to their studying. in response to 5 accomplished study initiatives, which discover lecturers’ and scholars’ reviews and their perspectives of caliber assessment, the booklet argues that constructing the intrinsic values of educating and studying held by means of lecturers and scholars is vital to attaining prime quality education.
In this publication, the writer seriously reports the 4 most often used phrases concerning present caliber overview: ‘fitness for purpose’, ‘value for money’, ‘student delight’ and ‘students-as-customers’, and argues for a motivationally clever caliber technique, emphasising the ethical size and the intrinsic values of lecturers and scholars. the writer additionally outlines a more robust caliber overview approach that encourages and raises teachers’ and scholars’ dedication to instructing and learning.
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Extra info for Quality in Higher Education: Developing a Virtue of Professional Practice
Martinsuo and Turkulainen’s (2011) research on the doctoral student learning experience suggests that student commitment to plans and goals, together with peer and supervisor support will jointly promote their progress in coursework and in research. The importance of personal commitment suggests that academics and universities need to encourage students to become committed to learning and achieving specific goals, and to form bonds of commitment with the university. This chapter argues that a trusting relationship among students, academics and universities needs to be created.
Recognising specific factors that influence the level of student satisfaction will provide insights that can help academics and university managers to develop strategies for enhancing students’ learning experience, and to improve their educational provision. 33 CHAPTER 4 WHY STUDENT SATISFACTION? A lot of key drivers of student satisfaction have been discussed extensively in the literature, including student tuition fees, reduced government funding to universities, quality assurance, etc. This chapter argues that a key fundamental driver for measuring student satisfaction is the change in the nature of universities.
According to Graham and Weiner (1996), the strength of motivation will fall when the likelihood of achieving expected performance decreases. We stay motivated when we think that we have a chance of becoming successful through our efforts, but if we feel that it is out of our control, we lose motivation. In other words, the higher our desire to succeed, the stronger we are willing to attempt a complex task (Wigfield & Eccles, 2000). This book stresses the importance of cultivating students’ motivation to learn.