THEORETICAL AND METHODOLOGICAL APPROACHES TO INCREASE THE POLITICAL CULTURE OF CITIZENS

In this article, the opinion of local experts is revealed by increasing the activity of civil society institutions in increasing the political culture and activity of citizens

Behind league tables and ranking systems: A critical perspective of how university quality is measured

Purpose – This study focuses on university ranking systems and the popularity they have reached as instruments to stimulate the assessment of universities’ quality. The inherent controversy of such evaluative procedures assists their diversification. In this paper we examine whether we are converging to more homogenous measurement approaches testing our hypothesis for the Spanish case. Design/methodology/approach – A two-step approach is suggested. First, we qualitatively scrutinise the indicators used in four selected Spanish rankings. Second, we empirically test potential differences in the ways universities are ranked. Findings – Results reveal that although the plurality and multiplicity of indicators there is a positive and significant relationship between the rankings analysed, evidencing some degree of convergence among Spanish university rankings. Social implications – Because rankings do influence behaviour and shape institutional decision making, a better understanding of how these assessment tools are built is essential. Originality/value – This paper provides a comprehensive survey of university rankings in Spain, offering a new perspective of the current state of the art of ranking systems in this particular country. Also a set of managerial implications for a better improvement of such benchmarking tools is presented.Peer ReviewedPostprint (author's final draft

Silver City Eagle, 12-05-1894

https://digitalrepository.unm.edu/sc_eagle_news/1015/thumbnail.jp

PERIODIC REVIEW REPORT SUBMITTED TO THE COMMISSION ON HIGHER EDUCATION MIDDLE STATES ASSOCIATION OF COLLEGES AND SCHOOLS by LAGUARDIA COMMUNITY COLLEGE, June 1997

This Periodic Review Report presents and analyzes the major changes in prospects and programs that have occurred at LaGuardia Community College since the previous Middle States Report o f 1992. Following a general introduction to LaGuardia, the Report offers chapters on institutional assessment, the teaching and learning environment (divided into five sections corresponding to the main organizational units of the College), equity and diversity, and finance and facilities planning. It evaluates the trends that have emerged that will affect LaGuardia\u27s plans for the future; and assesses the quality of programs as the College attempts to respond to student needs and major academic, economic, demographic, and governmental forces. The balance of this introduction outlines the substantial challenges that LaGuardia anticipates in the future and the ways that the College is positioning itself to deal with these challenges. The introduction presents a summary of the PRR planning process and an overview of the comprehensive student-centered planning and assessment that will permit the College to carry out its educational mission. PRR PRESENTED BY: LAGUARDIA COMMUNITY COLLEGE, THE CITY UNIVERSITY OF NEW YORK, JUNE 2, 1997, DR. RAYMOND C. BOWEN, PRESIDENT; COMMISSION ACTION THAT PRECEDED THIS REPORT: Reaffirmation of Accreditation following Spring 1992 Team Visit, DATE OF THE EVALUATION TEAM\u27S VISIT: March 1-4, 1992; June 1997; Black & white, v, 119 pages, includes charts, graphs and tables; includes list of committee members, organizational charts, inventory. Table of Contents: EXECUTIVE SUMMARY; Chapter I ( INTRODUCTION AND OVERVIEW); Chapter II (INSTITUTIONAL ASSESSMENT: A FRAMEWORK FOR THE FUTURE ); Chapter III (TEACHING AND LEARNING ENVIRONMENT: DIVISION FOR ACADEMIC AFFAIRS); Chapter IV (TEACHING AND LEARNING ENVIRONMENT: DIVISION OF COOPERATIVE EDUCATION); Chapter V (TEACHING AND LEARNING ENVIRONMENT: DIVISION OF ADULT AND CONTINUING EDUCATION); Chapter VI (TEACHING AND LEARNING ENVIRONMENT: DIVISION OF STUDENT AFFAIRS); Chapter VII (TEACHING AND LEARNING ENVIRONMENT: DIVISION OF INSTITUTIONAL ADVANCEMENT); Chapter VIII (EQUITY AND DIVERSITY); Chapter IX (FINANCE AND FACILITIES PLANNING)