共查询到20条相似文献，搜索用时 15 毫秒
1.
我国高校内部本科教学质量保障体系经历外部质量保障体系占据主导地位、内部质量保障体系突出物质条件建设、内部质量保障体系注重自身系统完善等三个阶段。基于41所一流大学《本科教学质量报告》,发现一流大学对质量保障的论述各具特色,但总的来说具有以下特点:形成了以学生为中心的质量保障理念、建立了保障本科教学质量的制度体系、开展了形式多样的教学质量保障活动。未来,我国高校应在建构多元质量标准、实施全面质量管理、建立教学支持机构、生成内部质量保障文化等方面积极探索。 相似文献
2.
Lori Goff 《Higher Education》2017,74(1):179-195
As the quality of university education garners increasingly more interest in both the public and in the literature, and as quality assurance (QA) processes are developed and implemented within universities around the world, it is important to carefully consider what is meant by the term quality. This study attempts to add to the literature empirical data from interviews conducted with senior administrators within Canada’s province of Ontario. A quality assurance framework was developed by the Ontario Council of Academic Vice-Presidents in response to international trends in QA and implemented by all 21 Ontario universities in 2011. This phenomenographic study explored the conceptions of quality held by senior university administrators and their strategies for implementing QA processes. Results revealed a range of QA approaches that are employed within Ontario’s universities. Rather than the two categories of retrospective QA and prospective QA that Biggs (High Educ 41:221–238, 2001) postulated, results indicate a more complex spectrum that involves three main approaches to QA: an approach aimed at defending quality, an approach aimed at demonstrating quality, and an approach aimed at enhancing quality. These approaches are considered in relation to Biggs’s (High Educ 41:221–238, 2001) ideas about quality enhancement and a revision to his model is proposed. 相似文献
3.
提高涉农高校中外合作办学的人才培养质量和水平,对于加快建设和发展“新农科”具有重要意义。涉农高校中外合作办学教学质量保障应立足于目标、过程、结果三个层面的特殊性,重构OEAERI（目标、要素、方法、实施、结果、改进)六步循环教学质量保障模式,把握师资、通识教育和实践课程三个环节,推进标准、制度和反馈机制建设。 相似文献
4.
高等学校《本科教育教学质量报告》透视(笔谈) 总被引：2，自引：0，他引：2
教育部拟建立全国高等学校教育教学质量年度报告发布制度,表明我国对高等教育质量的期待已从学校层面上升到了国家意志层面。2011年9月底,39所"985工程"大学首度公开发布了各自的《本科教育教学质量报告》,说明我国高教界已开始对社会期待和问责作出回应。尽管不能说各大学不重视,但它目前还没有很好地发挥信息平台、质量保障和管理监督的功能。作为创建具有中国特色的高等教育质量保障制度的重要举措,它还有待于从质量标准、报告内容和形式等方面进一步规范和完善。 相似文献
5.
This conceptual framework proposes a multi-level, multi-dimensional course alignment model to implement a contextualised constructive alignment of rubric design that authentically evidences and assesses learning outcomes. By embedding quality control mechanisms at each level for each dimension, this model facilitates the development of an aligned curriculum. The use of rubrics is a crucial theme for many higher education institutions owing to the binding requirement by universities to provide evidence to quality assurance agencies. The success of evidencing learning outcomes through rubrics, however, is only one piece of the puzzle. The other is the contextualised constructive alignment of intertwined factors. Despite the significance of embedding these factors, there has been little, if any, systematic framework in this area. The two key instrumental forces underpinning the conception of this model are: seeking external accreditation and the implementation of programme enhancement thus realising the strategic agenda for an Australian university. 相似文献
6.
研究生教育质量保证体系比较分析 总被引：6，自引：0，他引：6
本借鉴法国、美国和英国的研究生教育质量保证体系三种基本模式，阐述了我国在研究生教育质量保证体系的构建中，如何处理好政府、社会中介机构和高校三的关系，并着重强调高校应当建立研究生教育质量的内部保证体系。 相似文献
7.
张炜 《湖北第二师范学院学报》2012,(7):89-91
教师专业发展学校(PDS)已经成为教师专业化运动的标志性合作模式,在越来越多的中国高校中开始推广。教师专业发展学校作为一种跨"大学——中小学校"的区域教师"培养—培训"联盟,其组织章程亟待体现以下质量保障要素:"大学——中小学校"合作的有序性、师范生综合实践能力培养的有效性、"大学——中小学校"多导师制的落实、"大学——中小学校"教师素养提升的多赢性、专业发展学校组织运作的协调性。 相似文献
8.
现代远程高等教育的质量问题 总被引：17，自引：0，他引：17
本文从现代远程高等教育的发展状况及其所引出的教学质量问题,论述了现代远程高等教育与传统高等教育模式的差异,研究型大学开展现代远程教育的意义,现代远程教育的质量保证,国内外对现代远程教育质量的认识观、质量标准和评价,最后提出了质量保证与评价中应当注意的几个问题。 相似文献
9.
通过问卷调查、统计分析发现,国家宏观、省域中观和高校微观质量保障模式分别属于学术主导型、行政主导型和行政主导型,高校在我国三级专业学位研究生教育质量保障主体中发挥主导作用,且呈现出比较明显的学院主导特征。高校办学层次越高,行政放权越多;高校规模越大由行政主导向学术主导的转移越明显;西北地区高校行政主导占比最高。我国专业学位研究生教育质量保障模式将向政府、高校、社会三元协同型转变。 相似文献
10.
Ka Ho Mok 《Chinese Education & Society》2014,47(1):44-64
Aspiring to become an international city in Asia, the government of the Hong Kong Special Administrative Region (HKSAR) has been investing more in higher education. In order to enhance its global competitiveness, all public universities in Hong Kong have gone through different forms of quality assurance exercises, including teaching and learning processes reviews, research assessment exercises, management and governance reviews, as well as quality assurance council reviews. In the context of the significant emphasis placed by Hong Kong on the internationalization of higher education, this article examines the major approaches and strategies that the HKSAR has adopted in enhancing quality in teaching, learning, and research in higher education, and also discusses the major challenges for quality assurance confronted by the city-state. 相似文献
11.
田昕 《上海教育评估研究》2020,9(1):13-17
为适应高等教育新理念的发展,学校应积极探索"以学生为中心"的教学质量保障体系构建模式。文章总结了高校建设"以学生为中心"的教学质量保障体系的新思路,强调高校人才培养理念应坚持"以学生为中心"的主导思想,突出对学生发展情况及学习效果的评价。同时,高校应采取措施调动学生参与教学质量保障的积极性,重视学生对教学质量的评价,真正发挥学生在高校质量保障体系建设中的重要作用。 相似文献
12.
高等教育的质量保证与质量提高——与巴奈特教授的对话 总被引：1，自引：0，他引：1
WANG Jia-yi 《高等教育研究》2008,(12)
质量保证与质量提高是两个不同的阶段。大学只有在质量保证的情况下才能进入质量提高阶段。英国的大学非常重视质量的保证,并采取了诸多措施,特别注重学校在质量保证中的主体作用,注重每一门课程的质量保证。目前英国的大学已逐步进入质量提高阶段,高等教育的管理也因此发生了相应的变化,其做法值得我国借鉴。 相似文献
13.
Dante J. Salto 《Higher Education Quarterly》2018,72(2):78-89
A large number of countries worldwide have established quality assurance mechanisms in Higher Education, ranging from the long‐engrained system (United States) to more recent developments in Europe, Latin America and other regions. This study explores the way Higher Education institutions, as examples of autonomous organisations, respond to a new set of regulatory policies. The analysis of the regulatees shows that university‐wide administration has gone beyond the letter of required regulations, toward over‐compliance. Far from a stereotype of a main external regulator (accreditation agency) trying to impose the stated regulations and the regulatee simply resisting, the latter adds a kind of self‐regulation. Below the university‐wide administration, at the programme level—the primary regulatee target of external regulators—matters take more typical, anticipated form. Mixed compliance characterises programme‐level responses, including resistance strategies. Findings illuminate not only the Argentine case but also other countries that have established quality assurance agencies. 相似文献
14.
英国大学校内质量保证的主要举措及其特点 总被引：2，自引：0，他引：2
王嘉毅 《清华大学教育研究》2009,30(3)
英国大学以高质量著称,其主要经验是学校内部高度重视质量保证.学校主要通过将人才培养视为学校首要任务,建立完善的质量管理制度,设立专人负责质量保证与质量提高,严格审核专业设置与课程开设,严格教学过程、考试与评价,建立良好的学习支持系统,经常性的教师、学生反馈,设立教学改革项目和优秀教学奖励项目以及邀请校外同行专家开展诊断与评估等措施保证学校教学质量. 相似文献
15.
远程教育的质量文化 总被引：5，自引：0，他引：5
肖俊洪 《中国远程教育(综合版)》2008,(5)
质量保证是远程教育摆脱边缘地位的关键,因此,构建远程教育的质量文化意义重大。本文介绍了英联邦学习共同体2006年出版的《远程教育新视角:构建质量文化》一书收录的12个案例研究中所凸现出来的7个质量文化主题:政府政策的导向,领导和机构的质量意识,权力下放、包容式民主和参与式管理,能力建设,以学生为中心,内外结合的质量保证机制,以及引进与创新,并对电大的质量文化建设提出几点反思。 相似文献
16.
Teaching quality emerged as asignificant issue in higher education duringthe 90s. This led to the implementation ofnumerous quality control, assurance andenhancement schemes as institutions attemptedto stay abreast of demands from variousstakeholders in a rapidly changing educationalenvironment. More recently, with theestablishment of the Australian UniversityQuality Agency (AUQA) in 2000, there is nowfurther impetus to review quality schemes inAustralian universities. This paper describeshow a teaching award programme may impact onplanning and review processes within universitydepartments and highlights how the alignment ofteaching award criteria with external qualityaudit requirements can lead tocross-institutional benefits for enhancing thequality of teaching. 相似文献
17.
教学质量是高校生存和发展之本,各级各类高校都把教学质量作为工作的重点来抓,多数高校也形成了适应自己特点的教学质量保障模式和体系。民办的、艺术类的本科院校作为我国高校近几年的新类型,有着自己独一无二的特点。如何合理借鉴其他院校的成熟经验,结合自身特点,形成适应此类院校的教学质量保障体系,是本课题研究的理论意义和现实意义所在。 相似文献
18.
Romy Lawson Tracy Taylor Erica French Eveline Fallshaw Cathy Hall Shelley Kinash 《高等教育研究与发展》2015,34(3):581-595
Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n?=?25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes. 相似文献
19.
建设世界一流大学背景下我国高等教育质量提升的几点思考 总被引：1，自引：0，他引：1
在建设世界一流大学的背景下,我国高等教育质量提升显得尤为重要。而提升高等教育质量应在制度层面建立起完备的质量保障体系,在课程层面积极推进通识教育,在体制层面建立完善的现代大学制度,鼓励各类高校在相对公平的环境下竞争发展,在物质层面多渠道筹措资金确保资金充足。 相似文献
20.
Higher education policies related to quality assurance are implemented in many countries. The purposes of such policies are
to ensure the provision for high-quality education, university accountability and transparency in the use of public funding
and meeting the needs of the diverse stakeholders. The current Australian Higher Education Quality Assurance Framework was
implemented in the year 2000. It can be described that the framework has been enjoyed by universities, academics and other
providers in Australia. This paper provides a brief history of quality assurance, its evolution in higher education in Australia
and current changes and trends in quality assurance in other developed countries. It then provides an analysis of the success
and deficiencies of the current framework used in Australia and suggestions which may be helpful in the development of the
new framework. The analysis includes the thoughts of the three authors based on their experience in managing quality and reviews
in seven different institutions and the views of more than 40 participants who are staff members from 25 Australian universities. 相似文献