THE PERFORMANCE MANAGEMENT IN PUBLICINSTITUTIONS OF HIGHER EDUCATION AND THE ECONOMIC CRISIS

The need to reduce public spending in the developing process and fundingof public services has led to the introduction of performance indicators in the publicinstitutions. Moreover, the need to optimize the educational activity, the implementationof an efficient management, insuring the quality and the compatibility of the educationalsystems has led to numerous investigations in this area by adopting, as a theoreticalreference framework some organizational models to explain the functionality of theeducational system and to define a performance appraisal system. Each model generatedby default a certain philosophy regarding the evaluation methods of the institutionalperformance, design and use of the performance indicators on education institutions.economic crisis, performance, indicators, education

Is undergraduate programme accreditation influenced by educational public policy quality indicators? An exploratory study of the Chilean Higher Education quality assurance system

In Chile, as well as in most of Latin America, public policies for higher education have recently adopted a focus on quality assurance and accreditation systems. Uncertainty, however, still exists in terms of the quality assurance consistency in the current Chilean accreditation system, especially in terms of the relation between public policy quality indicators for higher education and their relation to accreditation outcomes. Therefore, the aim of this study was to make a first explorative attempt to investigate the relationships between these indicators and the results of undergraduate programme accreditation. We hypothesised that the public policy quality indicators of first-year drop-out rate, employment at graduation and ratio of actual to expected time to graduation would be strongly correlated to undergraduate programme accreditation as well as largely explaining its accreditation-year variance. By means of correlation and multiple regression analyses, we found small-sized associations, being first-year drop-out the only significant predictor of programme accreditation, explaining a 9.4% of its variance. These results raise questions regarding the consistency between the aims of public policy for higher education and the current accreditation system. This study should be of value to policy makers, managers and curriculum developers in terms of this initial analysis of the consistency between quality indicators and the accreditation system. Further research is necessary to make a systematic and in-depth assessment of the impact of quality assurance mechanisms to provide better rationale for making important decisions such as when defining the characteristics of the accrediting institutions as well as for establishing effective ways to achieve the proposed public policy objectives

Project report – transferable skills in higher education

This study was initiated by the need, frequently expressed by employers, for the education system to produce potential employees with better transferable skills. The paper reports a field trial at a UK university (following a four-year pilot of NVQ Level 4 Key Skills with another course). The project operated within a new foundation (Level 0) programme, aiming to simplify the paperwork employed in the pilot and incorporate skills assessment within modules, thereby obviating the need for a portfolio of evidence. The project was successful in only one or two modules, those where staff were committed to the aims

Applying the Capability Maturity Model to Assurance of Learning

Assurance of Learning (AoL) focuses on the continuous improvement of curriculum development, program review, and, in many cases, accreditation. AoL programs are important for assessing undergraduate, masters, and/or doctoral degree programs, as well as the impact on curriculum management. A recent mandate from the Association to Advance Collegiate Schools of Business (AACSB) is the need for mature AoL processes to be in place. This paper describes the Capability Maturity Model (CMM) and discusses how it can be applied to assess the maturity and capability of any educational institution’s AoL initiative. An Aol-CMM model introduced and discussed in this paper can be used to assess an academic institution’s AoL maturity and then act as a road map to develop and align key processes to plan and advance to a higher level of AoL maturity. A set of AoL key processes at an AACSB accredited business school provides a backdrop and discussion to understand better the application of this CMM framework. This should be of interest and value since the model can be used by schools and programs with varying levels of process maturity and capability. Even institutions not interested in accreditation may find the application of a maturity model useful for improving academic excellence. Regardless, each school or program can assess its current state and then develop an evolutionary plan to reach the next higher level of AoL process maturity

A Review of Work Based Learning in Higher Education

The idea of work based learning in higher education might sound like a contradiction in terms. Work based learning is surely in the the workplace. The senses in which it might also, under certain conditions, be in higher education are explored in this review. There are increasing arrangements whereby people can obtain academic recognition for learning which has taken place outside of educational institutions. In addition to traditional forms of professional education and sandwich courses, one can add a host of relationships between employers and higher education institutions which involve quite fundamental questioning of the roles and responsibilities of each in the continuing education and training of adults. Such developments can be related to broader themes concerning the organisation of knowledge in society, the changing nature of work and career, the learning society and the implications they hold for individual workers, their employers and educational providers. The Department for Education and Employment sponsored the study to produce a substantial literature review of progress and issues raised in the field of work based learning in higher education. The first part of the book provides a contextual and conceptual backdrop against which more practical aspects of work based learning are then considered in part two. The final part considers strategic issues of implementation for higher education institutions, employers and individuals, before turning to more wide ranging issues of policy

Clinical audit project in undergraduate medical education curriculum: An assessment validation study

Objectives: To evaluate the merit of the Clinical Audit Project (CAP) in an assessment program for undergraduate medical education using a systematic assessment validation framework. Methods: A cross-sectional assessment validation study at one medical school in Western Australia, with retrospective qualitative analysis of the design, development, implementation and outcomes of the CAP, and quantitative analysis of assessment data from four cohorts of medical students (2011-2014). Results: The CAP is fit for purpose with clear external and internal alignment to expected medical graduate outcomes. Substantive validity in students’ and examiners’ response processes is ensured through relevant methodological and cognitive processes. Multiple validity features are built-in to the design, planning and implementation process of the CAP. There is evidence of high internal consistency reliability of CAP scores (Cronbach’s alpha \u3e 0.8) and inter-examiner consistency reliability (intra-class correlation\u3e0.7). Aggregation of CAP scores is psychometrically sound, with high internal consistency indicating one common underlying construct. Significant but moderate correlations between CAP scores and scores from other assessment modalities indicate validity of extrapolation and alignment between the CAP and the overall target outcomes of medical graduates. Standard setting, score equating and fair decision rules justify consequential validity of CAP scores interpretation and use. Conclusions: This study provides evidence demonstrating that the CAP is a meaningful and valid component in the assessment program. This systematic framework of validation can be adopted for all levels of assessment in medical education, from individual assessment modality, to the validation of an assessment program as a whole

One way forward: non-traditional accounting disclosures in the 21st century

Recent empirical studies (Deegan and Rankin, 1999; Deegan et al., 2000) have indicated that although many corporations have begun to respond to perceived demand for environmental disclosures in published accounts, their perspective of organisational legitimacy is a narrow view, in which information is targeted towards specific stakeholders and not to the general public. This paper considers a range of models (variously called guidelines, standards and charters) which have been put forward by different organisations to aid the development of social and environmental disclosures. In all cases verification and attestation are part of the proposed regimen. The question which the papers attempts to answer is whether any one of the models would be capable of rapid adoption as part of an expanded GAAP, should the professional accounting bodies think that this is desirable. The outcome of our deliberations is cautious support for the use of EMAS and ISO 14000 as the basis for a modified GAAP plus the further development of the GRI 2000 guidelines into a set of standards covering both social and environmental reporting