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This article analyses quality assurance (QA) policies of 30 countries in civic and citizenship education (CCE) by using fuzzy set qualitative comparative analysis (fsQCA). The main aim is to find combinations of institutional and contextual factors that are systematically associated with a high achievement in citizenship education. Based on fsQCA, the assumption is that several pathways to a successful education may exist. Theoretically, two model paths were constructed – the accountability and the participatory paths with distinguished contextual conditions and institutional characteristics of QA systems. Empirical analysis revealed six configurations of contextual and institutional factors, belonging to the accountability or to the participatory paths. The strongest configuration in terms of consistency and coverage is the absence of strict regulations on teaching CCE embedded by a participatory path. The result of the accountability path is more diverse, indicating that both, a more regulative New Public Management-related and an internal assessment-oriented QA might be enabled by this context. 相似文献
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Anu Toots 《Educational Media International》2013,50(1):7-18
Estonia has not participated in international studies of ICT in education, nor have there been any similar studies at the national level up until the year 2000. The first survey of ICT in Estonian schools was conducted after completion of the national school computerization programme called Tiger Leap. This paper focuses on the targeted responses of participating students. Focus sur le Tigre – une enquête nationale sur le TIC dans les écoles d'Estonie L'Estonie n'a pas participé aux études internationales sur les TIC en éducation, et il n'y a pas eu d'études similaires au niveau national jusqu'en 2000. La première enquête sur les TIC dans les écoles d'Estonie a été menée après l'achèvement du programme national d'ajustement en ordinateurs appelés Tiger Leap (Le saut du tigre). Cet article se concentre sur les réponses ciblées des étudiants participants. Tiger im Fokus – eine nationale Umfrage über ICT in estnischen Schulen Estland hat bisher weder an internationalen Untersuchungen über ICT im Bildungsbereich teilgenommen, noch hat es entsprechende Studien auf nationaler Ebene bis ins Jahr 2000 gegeben. Der erste Überblick fiber die Nutzung von ICT in estnischen Schulen wurde nach Abschluss des nationalen befasst sich mit den Antworten der teilnehmenden Schüler und Studenten. 相似文献
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Keegan McBride Gerli Aavik Maarja Toots Tarmo Kalvet Robert Krimmer 《Government Information Quarterly》2019,36(1):88-97
It is becoming increasingly clear that the concepts of open government data (OGD) and co-creation are related; however, there is currently only limited empirical material available exploring the link between the two. This paper aims to help clarify the relationship between these two concepts by exploring a recently coined phenomenon: OGD-driven co-created public services. These services 1) utilize or are driven by OGD; 2) are co-created by stakeholders from different groups; and 3) produce public value for society. Due to the relative newness of the phenomenon an inductive exploratory case study is undertaken on Chicago's use of OGD in the co-creation of their food safety inspection forecasting model. This model forecasts critical food safety violations at food serving establishments and sends inspectors to the highest risk establishments first. The results of this exploratory work led to the discovery of a ‘perfect storm’ of six factors that seem to play a key role in allowing OGD-driven public service co-creation to take place. These factors are motivated stakeholders, innovative leaders, proper communication, an existing OGD portal, external funding, and agile development. 相似文献
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Academic quality,league tables,and public policy: A cross-national analysis of university ranking systems 总被引：5，自引：0，他引：5
David?D.?Dillmaarja@unc.edu" title="david_dill@unc.edu maarja@unc.edu" itemprop="email" data-track="click" data-track-action="Email author" data-track-label="">Email author Maarja?Soo 《Higher Education》2005,49(4):495-533
The global expansion of access to higher education has increased demand for information on academic quality and has led to the development of university ranking systems or league tables in many countries of the world. A recent UNESCO/CEPES conference on higher education indicators concluded that cross-national research on these ranking systems could make an important contribution to improving the international market for higher education. The comparison and analysis of national university ranking systems can help address a number of important policy questions. First, is there an emerging international consensus on the measurement of academic quality as reflected in these ranking systems? Second, what impact are the different ranking systems having on university and academic behavior in their respective countries? Finally, are there important public interests that are thus far not reflected in these rankings? If so, is there a needed and appropriate role for public policy in the development and distribution of university ranking systems and what might that role be? This paper explores these questions through a comparative analysis of university rankings in Australia, Canada, the UK, and the US. 相似文献
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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. 相似文献
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Quality assurance in the political context: in the midst of different expectations and conflicting goals 总被引：2，自引：2，他引：0
Maarja Beerkens 《Quality in Higher Education》2015,21(3):231-250
Higher education quality assurance systems develop within a complex political environment where national level goals and priorities interact with European and global developments. Furthermore, quality assurance is influenced by broader processes in the public sector that set expectations with respect to accountability, legitimacy and regulatory quality. As a result, quality assurance systems often face different and even conflicting goals from different parts of society. The traditional goals of securing minimum standards and facilitating improvement within universities are augmented with such goals as providing information to the public, supporting inter-institutional competition and positioning institutions or higher education systems in the global competition. The relative priority of these goals is in a constant change over time. This paper aims to map the main tensions that emerge from the conflicting demands and discusses the extent to which impact evaluation can address some of the difficulties. 相似文献
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Maarja Toots 《Government Information Quarterly》2019,36(3):546-559
Despite the hopes that information and communication technology (ICT) would revolutionize democratic participation, evidence suggests that e-participation systems designed for consultation and dialogue between citizens and governments often fail to achieve the expected objectives and levels of take-up. E-participation research has identified a number of success and failure factors but lacks analytical frameworks explaining why and how failures occur. Such frameworks are available in information systems (IS) literature but lack an account of the particularities of e-participation. Combining insights from both domains, this paper proposes to conceptualize e-participation systems as innovation processes characterized by uncertainty and change, and to focus on studying systems' interactions with their context and stakeholders to understand why certain outcomes occur. Applying this approach to the case study of the Estonian e-participation portal Osale.ee, the paper concludes that e-participation systems face three-fold challenges: those typical to IS projects, those emerging from the public sector context, and specific challenges that emanate from the complex context of democratic participation. This complexity makes e-participation systems prone to fail and requires them to be managed as a process of learning and adaptation rather than a static technological product. 相似文献
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As a response to competitive market forces and governmental steering policies, Australian universities have strengthened considerably their internal research management in the last two decades. This paper examines empirically the effect of management on academic research productivity. The results suggest that management practices indeed seem to have some positive effect on research productivity, and the effect is consistent in the earlier (1995–2000) and later (2001–2007) time period. Universities with a more intensive management approach not only have higher absolute level of research productivity but they demonstrate also faster growth in productivity. An omitted variable bias and robustness of the results to the choice of the output measure are under a particular attention and call for some caution in interpreting the results. 相似文献
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Student employment is increasingly common in many countries. Compared to earlier decades, not only more students work but
they also work longer hours. Among European countries Estonia is one of the clear “leaders” in student employment. This study
uses survey data from 2,496 students in Estonian public and private universities to examine the reasons for working on such
a massive scale and its consequences on academic success. The results show that, unlike in most other countries, Estonian
students from more privileged families are as likely to work as students from poorer families and they are even more likely
to have a full-time job. Furthermore, working seems to have only a marginal negative effect on academic progress. These results
seem to support the theory that in Eastern European countries student employment has become a signal of students’ capabilities
and ambition, and that relatively low academic standards contribute to the strength of the signaling mechanism. A long-term
solution to student employment would require changes in quality standards, student financing, alternative higher education
opportunities, and perceptions of students, employers, and academics. 相似文献