scholarly journals Business and Management Higher Education Quality: A Case Study of a Czech Private University

2019 ◽  
Vol 27 (1) ◽  
pp. 87-97
Author(s):  
Lucie Vnoučková ◽  
Hana Urbancová ◽  
Helena Smolová
Keyword(s):  
Higher Education ◽  
University Students ◽  
Private University ◽  
Educational Process ◽  
Education Quality ◽  
Business Economics ◽  
Higher Education Quality ◽  
Multidimensional Concept

Assessment of the business higher education quality is a multifaceted and multidimensional concept. Quality as a factor of performance of universities is currently an often-discussed topic. The aim of this article is to identify and evaluate factors of quality of business economics education by university students at a private Czech university. The results are based on a quantitative survey by questionnaire data collection from university students. The factor analysis was conducted to find significant groups of students regarding their perception of the educational process divided into three main areas. The quality perception was analyzed in this paper specifically by using focus on areas of subjects, lessons, and teachers. The analysis found groups of variables with significant appearance within the groups of students to reveal their main orientation and preferences. It is quality orientation (specified learning outcomes and its applicability), business orientation (tailoring to business needs) and expert orientation (skills and knowledge of teacher, his/her orientation on study group and tailoring lessons to their needs). Furthermore, identification of homogenous groups of students and their expectations helps with a design of subjects and lessons in the way of focusing on practice, addressing the needs and preferred teaching techniques. This is especially true when the students are already experienced in the taught subject. A limitation of the study is a narrow focus on one private university. It may be taken as a case study.

scholarly journals Evaluation of the quality of education programs in sports (based on the results of accreditation of study programmes)

2021 ◽  
pp. 73-85
Author(s):  
Georgiy Lopatenko
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Educational Programs ◽  
Educational Process ◽  
Education Quality ◽  
Physical Culture ◽  
National Agency ◽  
Higher Education Quality ◽  
Education Quality Assurance

The article presents an analysis of the decisions of the National Agency for Higher Education Quality Assurance on the accreditation of educational programs of the following specialities: 017 Physical Culture and Sports, 014 Secondary Education (Physical Culture, Human Health). Considering the significant differences between the previous accreditation procedure carried out by the Ministry of Education and Science of Ukraine (until 2019) and the current accreditation procedure carried out by the National Agency for Higher Education Quality Assurance the analysis of accreditation cases is particularly relevant. In the course of the research, the analysis of accreditation cases that took place in the period from November 2019 to November 2020 was carried out. It included the assessment of educational programs, curricula, self-assessment documents, reports of the expert groups, conclusions of branch expert council and decisions of the National Agency. Generalized data on the evaluation of educational programs according to individual criteria is presented. The article presents an analysis of the main shortcomings identified in the process of assessing the quality of educational programs at the stage of field accreditation procedure and, at the stage of assessment of the accreditation case by the branch expert council of the National Agency for Higher Education Quality Assurance. It is shown that the main reason for the decision of the National Agency for Higher Education Quality Assurance on conditional (deferred) accreditation of the educational programs was the presence of significant shortcomings in the structure and content of educational programs, as well as in the processes related to teaching and learning. It was also shown that only half of the educational programs in the field of sports, which passed the accreditation procedure in the period from November 2019 to November 2020 met the requirements for ensuring the quality of the educational process. This indicates that the internal quality assurance systems of Ukrainian higher educational institutions were not ready for the new requirements set by the National Agency for Higher Education Quality Assurance.

scholarly journals Technologies of higher education quality assurance in the context of European practices

2018 ◽  
pp. 133-138
Author(s):  
Nina Batechko ◽  
Mykola Lut
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Assessment ◽  
Educational Process ◽  
Assessment System ◽  
Education Quality ◽  
Higher Education Quality ◽  
Assurance Process ◽  
Education Quality Assurance

In the article the technologies of higher education quality assurance have been highlighted in the context of modern European practices. The objectivistic, relativistic approaches to ensure the quality of higher education and development concepts have been analyzed. The relationships between these approaches and their inherent features have been characterized. Considering the complexity and multidimensionality of the quality assurance process in higher education, assessments, control, and quality monitoring have been considered. The features of the quality assurance system, in particular its cyclical nature and focus on improvement, have been pointed out. The systems for assessing the quality of the educational process in the European educational space have been characterized. The objective and relativistic approaches to higher education quality assessment which are customary for Europe have been considered. The emergence of new innovative methods for assessing the quality of education, aimed primarily at improving it, have been noted. The external and internal evaluation in higher education quality assurance systems have been considered. It has been noted that the external quality assessment system is generally more focused on the understanding of quality associated with standards and cost-effectiveness, and internal - with improvements focused on competitiveness and development. In the context of practice, the implementation of technologies for quality assurance in higher education in Ukraine has been presented.

scholarly journals Content and Formation of Key Competencies of Managers' Education

2015 ◽  
Vol 1 ◽  
pp. 166
Author(s):  
Yashin Ismadiyarov ◽  
Ravil Isyanov ◽  
Ravshan Horchaev ◽  
Malika Parniyeva
Keyword(s):  
Higher Education ◽  
Process Development ◽  
Educational Process ◽  
Education Quality ◽  
Quality Of Higher Education ◽  
Higher Education Quality ◽  
Managerial Knowledge ◽  
Key Competencies ◽  
Effective Organization

<p><em>The article considers the issues of further improvement of higher education quality through training of managerial staff of higher education institutions and their reserves for the effective organization of the educational process, development of their knowledge, skills and habits in the training course “Education quality management”. The course allows listeners to improve their professional skills in accordance with the requirements of the management activities necessary to achieve the quality of higher education, to develop new professional managerial knowledge, skills and habits and related competencies as well. </em></p>

scholarly journals TRENDS OF PROFESSIONAL TRAINING OF SPECIALISTS IN EUROPEAN COUNTRIES: QUALITY ASSURANCE (IQA) SYSTEM IN HIGHER EDUCATION

Osvitolohiya ◽  
2019 ◽  
pp. 111-116
Author(s):  
Svetlana Zaskaleta
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Professional Training ◽  
Educational Process ◽  
Educational Resources ◽  
Education Quality ◽  
Quality Of Higher Education ◽  
Quality Of Teaching ◽  
Higher Education Quality

The article analyzes the problem of ensuring the quality of higher education. Ukraine aims to be in the European trend towards modernization of higher education. Ensuring the quality of higher education is much planned and at the same time the availability of the necessary resources (academic and administrative staff, students, academic and administrative leaders; financial, material, informational, scientific, educational resources etc.); organization of educational process that most adequately reflect modern trends in the development of national and world economy and education; the control of educational activities at the higher education sector and the quality of training of specialists at all stages of training and at all levels: the higher education institution, for higher education in different national and international (European) level. Quality assurance requires a lot of preparatory work. This is an extended process that requires continuous improvement of the achieved performance. The general tendency of professional training of specialists in the countries of the European space is determined. It is to ensure the quality of higher education. The quality assurance of higher education is governed by the legal framework of the countries (the Law on Higher Education and related by-laws). Higher education quality assurance tasks are carried out by the Agency for the Supervision and Quality Assurance of Higher Education, in accordance with EU legislation and recommendations in the field of higher education quality. It is noted that the mechanisms of quality assurance of higher education are constantly being improved, which is the key to the development of higher education systems in the countries of the European area. Quality assurance is a priority of the Bologna Process, but its mechanisms are not seen as a goal. Their ultimate goal is to improve the quality of teaching and research. The quality assurance bodies support the institutions in their further development and, equally, play a key role as defenders of the public interest. Key components of the quality assurance system of higher education is to ensure the quality of education at the Universities, processes of quality assurance in education teaching and learning; approval monitoring and periodic review of programs for assessing the quality of teaching staff, educational resources and support for students of information systems

Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

scholarly journals THE FRENCH MODEL FOR ASSESSING THE QUALITY OF HIGHER EDUCATION: CURRENT TRENDS

2020 ◽  
pp. 93-98
Author(s):  
Nina Batechko ◽  
Alla Durdas
Keyword(s):  
Higher Education ◽  
Historical Background ◽  
Education Quality ◽  
Quality Of Higher Education ◽  
French Experience ◽  
Higher Education Quality ◽  
Europe Today ◽  
French Education System ◽  
French Model

The article deals with the current state of development of higher education in the French Republic. The higher educa-tion quality in France in the light of the European tendencies has been highlighted; the French model for assessing the quality of higher education has been analysed. The concept of higher education quality has been stated; the structure of France’s higher education has been provided. The effectiveness, innovation and productivity which are expected from higher education in Europe today, have been emphasized. The significance of the continuing assessment in the French education system has been stressed. The historical background for the development of the French model for assessing the quality of higher education has been considered. The bodies participating in evaluating higher education in France have been analysed, and their roles and tasks have been stated. The possibility of the use of the positive French experience in higher education quality evaluation in Ukraine has been stated.

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