المؤلفون: Griffioen, D. M. E., Doppenberg, J. J., Oostdam, R. J.

المصدر: Studies in Higher Education. 2018 43(11):1810-1822.

Peer Reviewed: Y

Page Count: 13

Descriptors: Educational Change, College Faculty, Teacher Attitudes, Foreign Countries, Teacher Participation, Structural Equation Models, Leadership Styles, Honors Curriculum, Technology Education, Excellence in Education, Teacher Behavior, Models, Administrator Role, Self Efficacy, Organizational Change

مصطلحات جغرافية: Netherlands

مستخلص: What lecturers do and think are a prerequisite for educational change. It is therefore important to gain insight into factors that influence their involvement in educational reform. This study considers the effect of leadership and managerial constructs on lecturers' commitment to the newly implemented honours programmes in a Dutch University of Applied Sciences, by combining two models: (a) the Excellence Acceptance Model and (b) the Organisational Influence Model. This combination connects two important change factors of content and context included in a combined quantitative measurement framework. A full structural equation analysis on lecturers' questionnaire data (N = 406) results in insight into the direct influence of executive managers' leadership style on lecturers' commitment in a situation of educational change. Especially, visionary leadership and the perceived discussion culture on excellence are of large influence on lecturers' behaviour towards honours programmes. Based on these findings, directions for future research are suggested.

Abstractor: As Provided

المؤلفون: Arico, F., Gillespie, H., Lancaster, S., Ward, N., Ylonen, A. (ORCID 0000-0001-6692-7528)

المصدر: Higher Education Pedagogies. 2018 3(1):249-265.

Peer Reviewed: Y

Page Count: 17

Descriptors: Pilot Projects, Higher Education, Achievement Gains, Foreign Countries, Excellence in Education, Guidelines, Self Efficacy, Universities, Grades (Scholastic), College Students, Educational Quality, Classification, Self Concept, Academic Ability

مصطلحات جغرافية: United Kingdom (England)

مستخلص: 'Learning gain' has become an increasingly prominent concept in debates about the effectiveness of higher education across OECD countries. In England, interest has been heightened by the Higher Education Funding Council for England (HEFCE)'s major research initiative on learning gain, launched in 2015, and by the new Teaching Excellence Framework which assesses learning and teaching and student outcomes. HEFCE's novel research initiative has funded a set of experimental projects across the English higher education sector for the first time. This paper presents preliminary findings from one such project at the University of East Anglia (UEA). The project trials and evaluates three approaches to identifying and measuring learning gain using data from cohorts of students across different discipline areas during 2015-2016 and 2016-2017. It builds upon previous work carried out at UEA in developing self-efficacy assessments and applying concept inventories. Student marks provide a simple comparator as a third approach to measuring learning gain.

Abstractor: As Provided

المؤلفون: Day, Angelique, Riebschleger, Joanne, Wen, Jiebing

المصدر: New Directions for Community Colleges. Spr 2018 (181):39-47.

Peer Reviewed: Y

Page Count: 9

Descriptors: Mentors, Excellence in Education, College Preparation, Community Colleges, Higher Education, College Attendance, Graduation Rate, Outreach Programs, Disproportionate Representation, Foster Care, Student Participation, Outcomes of Education, Secondary School Students

مستخلص: Precollege outreach programs improve college access for underrepresented students; however, information on foster youth engagement in precollege programs is virtually nonexistent. This chapter describes the impact of a precollege program on two- and four-year college enrollment and completion rates.

Abstractor: As Provided

المؤلفون: Wise, Graham (ORCID 0000-0002-2958-1457), Carrazco Montalvo, Ivan

المصدر: Journal of Higher Education Policy and Management. 2018 40(4):342-358.

Peer Reviewed: Y

Page Count: 17

Descriptors: Case Studies, Excellence in Education, Educational Change, Higher Education, Benchmarking, Foreign Countries, State Universities, Service Learning, Educational Innovation, Geographic Regions, Qualitative Research, Educational Policy, Educational Planning, Economic Development, Longitudinal Studies

مصطلحات جغرافية: Ecuador

مستخلص: A public university was established in 2014 as a cornerstone of Ecuador's sweeping higher education reforms. Four years later, Universidad Regional Amazónica Ikiam had developed internationally benchmarked teaching, research and community service missions within the Ecuadorian Amazon. The creation of Ikiam occurred during a period of broad international discourse on the importance to universities of academic excellence, innovation system impact, and regional relevance. This case study tests whether a top-down state-driven development model can establish a university on principles of excellence, impact and relevance. The creation of Ikiam is analysed qualitatively and the results are discussed in context with national and international policy settings for higher education and innovation. This study provides insights for low and middle-income countries to strengthen higher education and innovation systems through university creation. Internationally it provides practical insights for university master planning taskforces to build organisational strength and distinctiveness through excellence, impact and relevance.

Abstractor: As Provided

المؤلفون: Smith, Joseph

المصدر: Scottish Educational Review. 2018 50(1):18-35.

Peer Reviewed: Y

Page Count: 18

Descriptors: History Instruction, Epistemology, Secondary School Teachers, Excellence in Education, Foreign Countries, Professional Identity, Teacher Qualifications, Comparative Analysis, Educational Policy, Socialization, Social Studies, Teacher Attitudes, National Curriculum, Educational Change

مصطلحات جغرافية: United Kingdom (Scotland)

مستخلص: This paper proposes the concept of 'Curricular Epistemic Socialisation' as a process through which the school curriculum shapes the disciplinary epistemologies and identities of high school (11-18) teachers. Drawing on a survey of history teachers in Scotland (n=101), a cohort comparison is made between those trained since the introduction in 2010 of Curriculum for Excellence (CfE) and those who qualified to teach before this. Analysis of this data suggests that the CfE-trained cohort hold weaker subject identities (p=0.0002) and a more instrumental view of the purpose of the subject (p=0.052) than their more experienced colleagues. Although this is a small study, the paper proposes that something stronger than a performative response to policy change. Instead, the evidence implies that curricular framing can encourage teachers to adopt new epistemic frames. The paper concludes by suggesting a qualitative follow-up study to investigate the processes behind this socialisation and teachers' consciousness of it.

Abstractor: As Provided

URL الوصول: http://www.scotedreview.org.uk/online-content/2018/501/

المؤلفون: Chaurasia, Sushil S. (ORCID 0000-0003-0747-8907), Kodwani, Devendra, Lachhwani, Hitendra, Ketkar, Manisha Avadhut

المصدر: International Journal of Educational Management. 2018 32(6):1099-1117.

Peer Reviewed: Y

Page Count: 19

Descriptors: Data Analysis, Higher Education, Academic Achievement, Excellence in Education, Educational Administration, College Administration, Attribution Theory, Compliance (Legal), Competition, Case Studies, Risk, Models, Educational Change, Business, Futures (of Society), Information Security, Privacy

مستخلص: Purpose: Although big data analytics (BDA) have great benefits for higher education institutions (HEIs), due to lack of sufficient evidence on how BDA investment can pay off, it is tough for HEIs practitioners to realize value from such adoption. The purpose of this paper is to propose a big data academic and learning analytics enabled business value model to explain BDA potential benefits and business value which can be obtained by developing such analytics capabilities in HEIs. Design/methodology/approach: The study examined 47 case descriptions from 26 HEIs to investigate the causal association between the BDA current and potential benefits and business value creation path for big data academic and learning analytics success in HEIs. Findings: The pressure of compliance with all legal and regulatory requirements and competition had pushed HEIs hard to adopt BDA tools. However, the study found out that application of risk and security and predictive analytics to higher education fields is still in its infancy. Using this theoretical model, the results provide new insights to higher education administrators on ways to create BDA capabilities for HEIs transformation and suggest an empirical foundation that can lead to more thorough analysis of BDA implementation. Originality/value: A distinctive theoretical contribution of this study is its conceptualization of understanding business value from BDA in the typical setting of higher education. The study provides HEIs with an all-inclusive understanding of BDA and gives insights on how it helps to transform HEIs. The new perspectives associated with the big data academic and learning analytics enabled business value model will contribute to future research in this area.

Abstractor: As Provided

المؤلفون: Hu, Po

المصدر: ProQuest LLC. 2018Ph.D. Dissertation, Clemson University.

Peer Reviewed: N

Page Count: 187

Descriptors: International Education, Higher Education, Network Analysis, Program Evaluation, Global Education, Interaction, Simulation, Program Administration, Accuracy, Leadership, Institutional Evaluation, Excellence in Education, Models, Social Capital, Administrative Organization

مستخلص: The purpose of this study is to explore the nature of complex adaptive systems (CAS) and network dynamics in international education (IE) programs in a U.S. higher education institution. I analyze the IE programs through a lens of complexity and network theories and ask how measures of engagement in complex networks affect performance in the IE system. This study presumes that today's international education programs in the U.S. higher education institutions are complex adaptive systems and that traditional leadership is no longer adequate to address the overwhelming opportunities and challenges posed by global education. A two-stage quantitative research design is adopted to investigate network structures and interactions within the IE system and to describe how such network measures impact organizational performance. In Stage 1, Dynamic Network Analysis (DNA) is used to calculate agent-level network measures for each participant within the university IE system's bounded networks and to produce optimized simulations of the IE system for use in Stage 2. In Stage 2, Response Surface Methodology (RSM) is used to examine the relationship between independent and dependent measures. In this study, the independent network measures include (a) informal leadership, which is operationalized as betweenness centrality, (b) clique engagement, which is operationalized as clustering coefficient, and (c) social capital, which is operationalized as hub centrality. These independent measures are used to analyze the dependent measure, organizational performance, which is operationalized as task accuracy. A dynamic network framework of international education is proposed as a useful network model and leadership framework for enabling international education functions, senior international officers (SIOs), and their institutions to achieve excellence and succeed in a new era of global education and knowledge producing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Abstractor: As Provided

URL الوصول: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10932566

المؤلفون: Department of Education (ED)

المصدر: US Department of Education. 2008.

Peer Reviewed: N

Page Count: 25

Descriptors: Accountability, Federal Legislation, Educational Legislation, Reports, Educational Change, Educational Quality, Curriculum, Academic Standards, Time on Task, Teacher Effectiveness, Financial Support, Instructional Leadership, Excellence in Education

Laws, Policies and Program Identifiers: No Child Left Behind Act 2001

مستخلص: In 1983, the U.S. Department of Education report, "A Nation at Risk," found that about 13 percent of 17-year-olds were functionally illiterate, SAT scores were dropping, and students needed an increased array of remedial courses in college. Such trends threatened opportunities for American children and the collective national future. Twenty-five years later, this report reviews progress made and determines that the U.S. remains a nation at risk but is now also a nation informed, accountable, and cognizant that much work needs to be done. Reported findings include: (1) Rising demands of a global economy, together with demographic shifts, require education of more students to higher levels than ever before but the education system is not keeping pace with these growing demands; and (2) Of 20 children born in 1983, six did not graduate from high school on time in 2001 and of the 14 who did, 10 started college that fall, but only five earned a bachelor's degree by spring 2007. The report indicates that recent standards/accountability movements and the "No Child Left Behind Act" are providing a comprehensive look at schools, and reliable data to evaluate student performance and address weaknesses in American schools is available for the first time in the nation's history, and urges that this information be leveraged to achieve even better results. (Contains 50 endnotes and 10 figures.)

Abstractor: ERIC

المصدر: Minnesota Office of Higher Education. 2008.

Peer Reviewed: N

Page Count: 72

Descriptors: Natural Resources, Higher Education, Graduation Rate, Educational Improvement, Quality of Life, Foreign Countries, Developing Nations, Accountability, State Standards, State Legislation, Instructional Effectiveness, Educational Policy, Goal Orientation, Educational Indicators, Excellence in Education, Academic Achievement, Disproportionate Representation, Minority Groups, Skill Development, Global Approach, Job Skills, Access to Education, Tuition, College Preparation, Academic Persistence, Academic Degrees, Outcomes of Education, Research and Development, Economic Development

مصطلحات جغرافية: Minnesota

مستخلص: For most of Minnesota's 150 years of statehood, its distinctive economic advantages were largely a function of its natural resources, such as timber, taconite and tourism. Today, while these and other resources remain cornerstones of the state economy, it is clear that the intellectual capacity of Minnesota's people is emerging as a promising strategic advantage in a global economy. Recognizing this, Governor Tim Pawlenty and the Minnesota Legislature charged the Minnesota Office of Higher Education with developing a statewide accountability system to measure the higher education sector's effectiveness in meeting state goals. In 2005 and 2006, educators, policymakers, employers and other leaders were involved in a process to identify broad goals and indicators of success. Five goals emerged, which serve as the organizing framework for this report. The five goals and 23 indicators serve as Minnesota's public agenda for higher education. No single indicator tells the complete story. However, taken together, some findings begin to emerge. Minnesota's leaders recognize that, in order to lead consistently in these areas, the state must first embrace a system of accountability that can measure progress toward the following goals: (1) Improve success of all students, particularly students from groups traditionally underrepresented in higher education; (2) Create a responsive system that produces graduates at all levels who meet the demands of the economy; (3) Increase student learning and improve skill levels of students so they can compete effectively in the global marketplace; (4) Contribute to the development of a state economy that is competitive in the global market through research, workforce training and other appropriate means; and (5) Provide access, affordability and choice to all students. Three appendixes include: (1) Definitions, Terms and Sources; (2) Minnesota Rankings; and (3) Enrollment and Degrees Granted. (Contains 31 endnotes, 28 figures, and 50 tables.) [This report was published by the Minnesota Office of Higher Education. For the 2007 report, see ED500861.]

Abstractor: ERIC

المؤلفون: Rosen, Jeffrey, Shannon, Kelly

المصدر: Continuing Higher Education Review. Fall 2008 72:129-143.

Peer Reviewed: Y

Page Count: 15

Descriptors: Universities, Educational Philosophy, Excellence in Education, Values, Reputation, Institutional Advancement, Educational History, Institutional Mission

مصطلحات جغرافية: Illinois

مستخلص: Loyola University Chicago had long used the tag line, "Chicago's Jesuit University," to highlight the institution's local origins and its ties to a 450-year tradition of academic excellence. By the turn of this century, this reference was unfamiliar to a large percentage of prospective students, particularly adult students, and the Chicago focus seemed too narrow, not suggestive of either the institution's expansive intellectual ambitions or its broadminded, tolerant, and worldly character. Indeed, if it was these liberal values that the university wanted to promote, a new image campaign was necessary. In late 2004, the university took the first step by creating a new promise line: "Preparing people to lead extraordinary lives." This signaled an institutional shift in self-definition from a static resource to a dynamic and ambitious place for life preparation. Introducing the Loyola Values campaign was a second step designed to build upon this new foundation. Loyola Values, the name given to the first-ever branding campaign of Loyola University Chicago, was an attempt to elevate the identity, image, and reputation of the university, much the way other institutions of higher education have tried to link their universities to a set of positive values and affirmative associations. This article describes in detail the evolution of the Loyola Values brand campaign.

Abstractor: ERIC