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Descriptors:
Higher Education; Quality Control; Rewards; Strategic Planning; Public Policy; Sustainability; Educational Change; Political Influences; Performance Factors; Financial Support; Performance Based Assessment; College Faculty; Competition; Leadership Role; College Administration; Educational Improvement; Educational Policy

Abstract:
The renewal of strategy development and implementation is important in the context of the changing higher education landscape. Changing government policy and the political agenda require a university to engage in careful strategy development and implementation which result in long-term sustainability. The political interest of the government will place more pressure on universities to align their strategy and directions as performance-based rewards are linked to institutional performance outcomes in teaching and research. It is yet to be seen how performance-based funding could improve internal quality assurance in universities as more focus will be on aligning resources to attract performance funding. Such a strategy may not lead to internal enhancements and it may also scrutinise academic work in assessing and rewarding teaching and research performance. Lack of emphasis on careful planning and implementation could have implications for institutions in the current competitive environment. The author concludes that careful and intelligent strategy development and effective implementation and monitoring are based on the quality of institutional leadership which drives change and improvement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Tests; Test Construction; Test Format; Change; Equated Scores; Quality Control; College Entrance Examinations

Abstract:
We make a distinction between two types of test changes: inevitable deviations from specifications versus planned modifications of specifications. We describe how score equity assessment (SEA) can be used as a tool to assess a critical aspect of construct continuity, the equivalence of scores, whenever planned changes are introduced to testing programs. We also report on how SEA can be used as a quality control check to evaluate whether tests developed to a static set of specifications remain within acceptable tolerance levels with respect to equatability. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Effectiveness; Accountability; Foreign Countries; Models; Human Capital; Labor Force Development; Achievement Gains; Merit Rating; Adoption (Ideas); Technology Transfer; Teacher Effectiveness; Educational Policy; Context Effect; Educational Quality; Quality Assurance; Quality Control; Performance Factors; Best Practices; Comparative Education; Evaluation Criteria; Evaluation Methods; Teacher Evaluation; Program Evaluation

Abstract:
The government of Ireland, like many European countries, is currently under severe pressure from external forces to grow the economy. One possible way to maintain and grow its economy is through the production of a highly educated and globally competitive workforce. In an effort to develop such a workforce, the government, through the Department of Education, is considering ways to increase accountability in its schools. This paper examines value-added accountability systems used in the USA and raises critical questions about their perceived value for Irish schools. (Contains 5 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Environment; Quality Control; Foreign Countries; Community Colleges; International Cooperation; Multicultural Education; Educational History; Educational Policy; Educational Improvement; Educational Development; Vocational Education; Prediction; Models; Futures (of Society); Educational Trends

Abstract:
Since 1986, with the creation of the Renovation ("Doi moi") policy, Vietnam has demonstrated a strong commitment to the improvement of its higher education system. After 25 years of opening its doors to the global educational environment, Vietnam has achieved some notable accomplishments. The country's higher educational system has become more diversified, more accessible, and more open to international cooperation. However, the management structure and quality assurance aspects of higher education still need significant improvement. One of the new and exciting opportunities for Vietnamese higher education is the development of community colleges. Even though colleges have long been a big part of the Vietnamese higher education system, most of them are specialized technical or vocational colleges. The emergence of community colleges, which resemble the U.S. community college model, is a fairly new phenomenon in Vietnam. This chapter analyzes the literature and the Vietnamese government's policies regarding the direction of higher education in general and community colleges in particular. Predictions and recommendations for the future of Vietnamese community colleges are also provided. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Academic Standards; Quality Control; Competition; State Regulation; Educational Quality; Guidelines; Higher Education; Global Approach; Policy Formation; Policy Analysis; Innovation

Abstract:
The new demands of mass systems of higher education and the emerging environment of global academic competition are altering the traditional institutions for assuring academic standards in universities. As a consequence many nations are experimenting with new instruments for academic quality assurance. Contemporary government control of academic quality assumes three primary forms: "oversight" or direct regulation; "competition" or steering of market forces; and "mutuality" or professional self-regulation structured by the state. The challenge confronting all nations is to design a policy framework that effectively balances the forces of the state, the market, and the academic profession to assure academic standards in universities. Based upon the strengths and weaknesses observed in 14 policy analyses of innovative national instruments of professional self-regulation, market-based regulation, and direct state regulation for assuring academic quality in universities, we outline the essential components of a national framework for assuring academic standards. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Instructional Leadership; Data Analysis; Teacher Evaluation; Measurement Techniques; Program Implementation; Academic Achievement; Data; Quality Control; Models; Innovation; Educational Research; Principals; Teachers

Abstract:
The growing prominence of value-added models for measuring teacher effectiveness has prompted a recent surge in policies that consider students' classroom performance part of a teacher's evaluation. Yet, in light of the criticism and limitations of the current models, whether and how evaluation systems will adapt over time is unclear. This paper considers how teacher evaluations may likely evolve in the near future, which will have implications for state and district policy adoption. The future shape of evaluation systems will be determined by who bears the cost of controlling the quality of the teacher workforce. Until now, teachers and students have largely born these costs. But if states and districts are serious about improving workforce quality, they must take on a greater share. Consequently, the current orientation of input- and output-based evaluations will be supplemented with more rigorous process-based evaluation. Heightened cost pressures for school leadership will likely lead to more automated, data-driven evaluation systems. Improvements in four specific areas will particularly influence teacher evaluations moving forward: (1) Small-scale measurement; (2) Implementation issues; (3) Workforce monitoring; and (4) Paradigm shifts in education research. Data analysis plays a key role across all four areas, and will be the necessary precursor to improvements in public-school-teacher evaluation systems. (Contains 1 figure and 32 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Social Change; Institutional Research; Global Approach; Higher Education; Futures (of Society); Evaluation Methods; Quality Control; Institutional Evaluation; Cross Cultural Studies; Neoliberalism; Educational Policy; Educational Change; Guidelines

Abstract:
This chapter presents a synthesis of the conceptualization and practice of institutional research (IR) in higher education (HE) in emerging countries across Southern Africa, Latin America and the Middle East and North Africa (MENA) regions. The chapter contextualizes the growing need for IR in these regions, identifies problems and challenges related to the implementation of IR at system and institutional levels, and offers some reflections about the future of IR in these regions. The chapter argues that the homogenizing effect of globalization makes IR practices very much alike across regions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Health Personnel; Job Satisfaction; Coaching (Performance); Foreign Countries; Professional Development; Qualitative Research; Interviews; Quality Control; Hospitals; Work Attitudes

Abstract:
Introduction: In recent years, coaching, as a supplement to professional development, has received increased attention, especially in nursing. Still, only little is known about how health professionals experience participating in coaching sessions. The purpose of this pilot study was to describe and analyze health professionals' experiences from coaching--what coaching meant to them and how it influenced different aspects of their lives. Methods: The study was designed as a qualitative interview study including 5 health professionals working with quality improvement at the hospital. Depending on the individual's need, they participated in 2 to 4 coaching sessions. Afterwards, they were included in the study and interviewed. Data from the interviews was verbatim transcribed and analysed according to Paul Ricoeur's theory of interpretation. The findings and their importance are discussed in relation to results from research in positive psychology. Results: By picturing their job in a new perspective, the participants experienced a raised potential for mutual prioritising, actions, and job satisfaction. Two dominant themes were identified: "progressive insight leading to actions" and "expressing needs for leadership aiming for self-realization." The results indicate that coaching can be effective in enhancing not only self-insight and core performance, but also increased positive feelings. Conclusion: By looking at the experiences of coaching, we have elucidated why coaching in this instance could be a method used to strengthen the individual employee. The results indicate that coaching can improve the work attitude of the participants and pave the way for new and progressive insights. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Experiential Learning; Self Evaluation (Individuals); Depression (Psychology); Psychiatry; Scores; Graduate Medical Education; Medical Students; Curriculum; Quality Control; Student Projects; Measures (Individuals); Outcomes of Education; Screening Tests; Clinics

Abstract:
Objective: The authors describe a curriculum for psychiatry residents in Quality Improvement (QI) methodology. Methods: All PGY3 residents (N=12) participated in a QI curriculum that included a year-long group project. Knowledge and attitudes were assessed before and after the curriculum, using a modified Quality Improvement Knowledge Assessment Tool (QIKAT) and a QI Self-Assessment survey. Results: QIKAT scores were significantly higher for residents after participating in the curriculum when compared with pretest scores. Self-efficacy ratings in QI improved after the course for each item. Residents demonstrated gains in QI skills through participation in the group projects in which they increased rates of depression-screening and monitoring in an outpatient clinic. Conclusions: Combining didactic and experiential learning can be an effective means for training psychiatry residents in QI. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Health Personnel; Veterinary Medicine; Gender Differences; Quality Control; Performance; Animals

Abstract:
This paper explores the validity of performance management regimes for quality assuring animal health regulation by comparing the results of tests for bovine tuberculosis (bTB) between male and female vets. In doing so it hopes to present some practical solutions to the regulation of animal disease and encourage further sociological study of the veterinary profession. Concerns about the quality of animal health regulation by vets have prompted thinking about the role of quality control mechanisms such as performance management systems and performance indicators. To investigate their suitability, bTB testing data from areas with high incidence of bTB in Great Britain were extracted from the Vetnet database. Using the data, a performance indicator "reactors per 1000 cattle tested" was calculated and compared with veterinarians' gender. Results showed statistically significant differences between gender and vets' reactor detection: male vets were more likely to detect animal disease than female vets. The paper considers how the concepts of "emotional labour" and "relational distance" may explain vets' behaviour. The presence of these systematic biases raises questions over the use of performance indicators as means of quality control, and highlights the need for further social scientific analysis of the veterinary profession. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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