Suchergebnisse

This is the first publication in a series of the three papers that present the research findings of the diagnostic project on the quality of Bachelors' final papers initiated by the Faculty of Economics Pedagogical committee in 2021. We present the findings of academic quality analysis and the typology of the main formats of Bachelors' final papers. The research is based on a methodology that is specially developed along the lines of positive economics approach. Its application allows us to demonstrate the qualitative features of the body of final papers prepared by our graduates which include inter alia quality of literature review, research statement, tools of analysis and interpretation of findings. We offer the steps for further strengthening the analytical quality of final papers, including early submission of research hypothesis, elective courses on the methods of academic research and research seminars for undergraduates. We also present a typology of formats for final papers covering Economics and Management streams of study. Based on our positive analysis, we have identified six primary formats of Bachelors' final papers, which can be combined into three more general categories: academic, project and research, and applied project formats. A comparative analysis of formats in economics and management papers confirms the applicability of common criteria for evaluating and grading the papers, alongside common guidelines for final paper preparation. The study proves the viability of diverse analytical methods while preparing final papers in both streams of study.

Purpose
This paper aims to examine whether the position of universities in the times higher education (THE) impact rankings (IR) is related to the different dimensions of academic quality of universities according to the THE world universities ranking.


Design/methodology/approach
The research, based on universities ranked in the top 100 of THE IRs, uses a regression model obtained by the panel data method, using the fixed effects approach, to identify the relationship of academic quality dimensions with that ranking.


Findings
The results show an increase in the dissemination of information on sustainable development goals (SDGs) by universities. In addition, it is shown that research, number of citations and international outlook are positively associated with a higher score obtained by universities in THE IRs, which implies a higher impact on the SDGs by these universities.


Originality/value
Based on multifaceted theories, the study highlighted the universities that are best positioned in the THE IRs in relation to their contribution to the SDGs.

Colleges of education encompassed the production of professional teachers who are equipped with skills and methodologies of teaching in our primary and junior secondary levels of education in Nigeria. Essentially, colleges of education are to provide full-time courses in teaching, instruction and training and to conduct courses in education for qualified teachers. In order to achieve this objective, academic quality assurance is required. Against this background, the paper examines academic quality assurance and determines the general opinion on academic quality assurance in the colleges of education. It equally highlights some challenges to academic quality assurance in the colleges of education. Finally, the paper proffered some solution required by the colleges of education to stamp out the challenges for future development. Finally, the paper recommends that there should be regular monitoring and evaluation of all the units concern with the certification of colleges of education graduates.

Objectives: This article examines the extent to which the public connects athletic success with academic quality, whether these connections are stronger during a year in which a state university wins a national championship, the type of respondents most likely to make such connections, and whether these connections make a difference in terms of public evaluations and support for higher education. Embedded within the 2004 survey instrument, we also consider whether respondents primed with specific question wording identifying the national championship are more likely to make the connection than respondents given more generic language referring to success in college athletics. Methods: Data for the study are based on two statewide, randomly selected samples of Louisiana voting-age residents, with the first survey conducted in February 2004 in the wake of LSU's BCS National Championship and the second survey conducted in January 2005 in the wake of a 9-3 season. Results: We find that a substantial proportion of the population believes that athletic success and academic quality are connected, that less-educated respondents are more likely to make such connections, and that these connections affect evaluations of colleges and universities. Conclusions: Athletic success may or may not directly affect academic quality, but the public largely believes such a link exists and those beliefs have important implications for higher education.

Objectives. This article examines the extent to which the public connects athletic success with academic quality, whether these connections are stronger during a year in which a state university wins a national championship, the type of respondents most likely to make such connections, and whether these connections make a difference in terms of public evaluations and support for higher education. Embedded within the 2004 survey instrument, we also consider whether respondents primed with specific question wording identifying the national championship are more likely to make the connection than respondents given more generic language referring to success in college athletics.Methods. Data for the study are based on two statewide, randomly selected samples of Louisiana voting‐age residents, with the first survey conducted in February 2004 in the wake of LSU's BCS National Championship and the second survey conducted in January 2005 in the wake of a 9–3 season.Results. We find that a substantial proportion of the population believes that athletic success and academic quality are connected, that less‐educated respondents are more likely to make such connections, and that these connections affect evaluations of colleges and universities.Conclusions. Athletic success may or may not directly affect academic quality, but the public largely believes such a link exists and those beliefs have important implications for higher education.

Military Academy is an educational training institution in the field of defense, which implements the changes of the quality assurance system based on the ten components of the Army education to the internal academic quality assurance system that is based on the Higher Education National Standards (SN-PT). Military Academy requires strengthening to find a model of appropriate quality assurance system in order to be accreditable by the National Accreditation Board of Higher Education. This study aims to (1) analyze the current quality assurance system in the Military Academy; (2) develop an appropriate SN-PT based model of internal academic quality assurance system in the Military Academy; (3) examine the feasibility of the appropriate SN-PT based internal academic quality assurance system in the Military Academy. This study implemented a research and development approach, employing data sourced from the informants, events and documents. The data were drawn through interviews, observation, and documentation; its validity was tested by tools and resources triangulation. The data were then analyszed using interactive techniques with reduction, display, and conclusion steps. The results of the study: (1) the quality assurance system in the Military Academy is running properly but it still requires further development; (2) the SN-PT based of internal academic quality assurance system implemented in the Military Academy uses the 10 basic education components retained by elaboration, little changes, and additions, related to general quality standards of the SN-PT, including the organizational structure, standards of academic quality, mechanism of the quality assurance system, and SN-PT based internal academic quality assurance system. (3) The results of the feasibility studies indicate that the development of the SN-PT based internal academic quality assurance system model in the Military Academy Magelang is feasible and appropriate. Conclusion: Military Academy requires development in terms of organizational structure quality assurance, academic quality standards, quality assurance mechanisms, and internal academic quality assurance system based

The objective of this research is to analyze technopedagogies as a factor for the development of educational quality. The methodology is based on a bibliographic design of the documentary type. The results were based on the analysis of the characteristics of virtual education, as well as on the techno-pedagogical methodology and educational quality. In conclusion, the domain of virtual education, the commitment of teachers in the development of content, the responsibility of students in the development of their training and in the control of their academic activities and the duty of the corresponding entities, both Governments as an educational sector, in generating technological spaces for the development of education are the most important variables of educational quality, so the development of the techno-pedagogical model is within these circumstances. ; El objetivo de esta investigación es analizar la tecnopedagogías como factor para el desarrollo de la calidad educativa. La metodología está basada en un diseño bibliográfico de tipo documental. Los resultaron se basaron en el análisis de las características de la educación virtual, así como también sobre la metodología tecnopedagógica y la calidad educativa. Como conclusión, el dominio de la educación virtual, el compromiso de los docentes en el desarrollo de los contenidos, la responsabilidad de los estudiantes en el desarrollo de su formación y en el control de sus actividades académicas y el deber de los entes correspondientes, tanto gubernamentales como sector educativo, en generar los espacios tecnológicos para el desarrollo de la educación son las variables más importantes de la calidad educativa, por lo que el desarrollo del modelo tecnopedagógico está dentro de estas circunstancias.

Quality judgements in terms of academic standards of excellence required by external stakeholders such as labour markets and steering hierarchies obviously exert strong pressure on universities. Do they generate an 'iron cage' effect, imposing a passive and uniform conformity on global standards? The paper examines the organization of higher education and research set-ups with a strong lens. What does academic quality actually mean when observed in the field? How do universities and their subunits – professional schools, colleges, etc. – actually achieve what they call quality? A methodological and analytical framework is tested. Three sociological concepts – diversity, recognition and local order – make it possible to build four ideal types applicable to comparative inquiry. Such a typology identifies the interdependencies existing between how they position themselves with respect to quality dimensions and internal organizational measures. The paper contributes to a broader organizational study agenda: how do local orders face and deal with market and hierarchy dynamics in a global world of apparently increasing standardization under pressure from soft power. It questions the effect of the 'iron cage' hypothesis. It lists a series of changing patterns or dynamics between types of universities in terms of quality sensitivity, fabrication and content. Diversity and standardization in fact coexist.