Effective alignment of disciplinary and institutional accreditation and assessment: A UAE computing case study

© Springer International Publishing Switzerland 2016. Within higher education, quality assurance is often realized through accreditation and the accompanying focus on the assessment of learning outcomes. Both of these processes require institutional resources which, if not well managed, can lead to duplicity, overlap, and burden rather than being aligned, sustainable, and effective as they should. This chapter outlines the quality assurance structures and processes established at Zayed University for the purposes of accreditation and assessment of learning outcomes. These mechanisms have provided an effective system that has enabled the institution to achieve Middle States Commission on Higher Education (MSCHE) accreditation and Accreditation Board for Engineering and Technology (ABET) accreditation for the College of Technological Innovation. With an ethos towards continuous improvement, it further proposes an improved model designed to accommodate assessment and accreditation needs simultaneously. The two main aspects of the model are (1) the establishment of an Office of Institutional and Educational Effectiveness to institute, organize, and coordinate all activities within the university that provides support for best practices for administration and teaching and learning and (2) the creation of a regularly updated database containing all of the relevant information that is required for various accreditation bodies

Improve Educational Marketing Strategy Through Use of Digital Marketing Technology

The general purpose of this research is to know the marketing management of information technology-based education. This research method is descriptive qualitative with a direct experience approach. Data collection techniques through in-depth interviews, observation, and document analysis. Data analysis techniques with data reduction steps, data presentation, and concluding. The study results are expected to increase the marketing of information technology-based education in universities; methods and marketing media based on information technology have attracted people to become their childrens choice in higher education. The educational leadership has maximized the involvement of teaching staff and employees in information technology-based marketing. The supporting factors include the physical building, curriculum, human resources, accreditation, achievements, extracurricular and varied student activities, unique advantages, study tours abroad, marketing strategies, especially those based on information technology. Meanwhile, the inhibiting factors are estimated to come from local government policies and competition from competitors

Access and attitude of rural allied health professionals to CPD and training

Continuing professional development (CPD) activities for allied health professionals are becoming mandatory as a means for professionals to maintain accreditation or skills. To access CPD activities, rural allied health professionals have the added costs of travel, accommodation and information technology access. It is assumed that health professionals in rural areas want access to training and CPD. In 2003, a survey of allied health professionals was carried out in Southwest Victoria, Australia, with the aim of identifying access and attitudes to CPD. Results showed that allied health professionals in Southwest Victoria were highly qualified, wished to access CPD more than four times a year and were prepared to spend a mean rate of $1000 (1300) per annum on CPD activities.<br /

ARATA’s response to the NDIA’s assistive technology discussion paper

The Australian Rehabilitation and Assistive Technology Association (ARATA) responds&nbsp;to the NDIA’s AT Discussion Paper, and advocates that roles for all stakeholders must be considered.&nbsp; • Summary of ARATA\u27s key recommendations arising from the Discussion Paper: 1. Evaluate outcomes from AT provision in trial sites and other systems to inform in the development of procurement and service delivery policy, consumer supports, and continuing professional development. 2. Support practitioners and researchers to validate existing AT service models for use in Australia. 3. Assist ARATA and other key stakeholders to develop a national accreditation system for AT practitioners and suppliers. 4. Investigate and document the roles, activities, and scope of practice of suppliers and peer mentors in AT service delivery, and associated outcomes for AT users. 5. Ensure the coupling of AT devices with appropriate soft technology support for device selection, implementation and review. 6. Investigate the efficacy and potential expansion of existing peer and consumer networking channels. 7. Support research into consumer use of information and decision-making in AT provision. 8. Fund independent AT information services and explore options for facilitating consumer ratings of products and services. 9. Identify AT products not yet available on the Australian market. 10. Fund research into AT development and commercialisation in Australia.&nbsp

Workshop: Practical Examples for Teaching Discrete Mathematics in an Information Systems Curriculum

This workshop, designed for Faculty in Information Systems (IS) programs that have received or are seeking ABET IS accreditation, offers practical information and experience on how to design and implement a discrete mathematics course and modules for information systems (IS) programs seeking ABET IS accreditation or already accredited by ABET. The workshop will deliver small group practice with materials, online software resources, activities, and teaching techniques are targeted toward needs and interests of IS students. These materials and resources can be used (1) in a discrete mathematics course, (2) in modules in core curriculum courses, such as networking and data communications, operating systems, database management, systems analysis and design, programming and application development, network security, or (3) in both. Such materials, resources, and activities foster motivation and confidence for students as well as understanding of how the concepts presented serve in learning and will serve them in career settings. The technological and societal relevance of discrete mathematics concepts in the IS curriculum is covered. A matrix correlates each local ABET-accreditable core curriculum with a standard set of discrete mathematics topics to derive relevant topic coverage. Experiences in the information systems (IS) and information systems management (ISM) programs at Robert Morris University (RMU) guided the design of this workshop. The workshop includes orientation to rationale (based on matrix of discrete mathematics and IS core curriculum topics), design, and resources. shows how a formal discrete mathematics foundation supports the reliability of information technology, and covers assessment

The Education Quality Measuring: American Experience

The US Higher Education Reform is due to certain processes of competitiveness, market orientation, the tendency to form a single space for education. The American system of Higher Education has integrated the best in the education of other countries and thus helped the country overcome crises, to some extent solve the problems of racial discrimination, unemployment, poverty, improved the situation of women, people with disabilities, national minorities. The historical events, socio-economic transformations, aspiration to be a leader in the world market respectively have influenced the development of Higher Education. Due to reforms in American society, education has become more open, various, versatile. The Americans highly value the Higher Education and believe that education is necessary for a conscious political life, the functioning of a democratic government, the development of economic and political International relations. The American education serving the dynamic and global economy is effective and capable of developing in the conditions of limited public resources. This article focuses on the measurement of education quality and accreditation of Higher Learning Institutions in the USA; the analysis of educational activities of American universities; the coverage of accreditation and education performance of Higher Learning Institutions in the United States; these indicators usage in the process of education quality assessing in American universities; the essence disclosure of measurement the education quality with helping "added value" on the basis by American scientists research; the borrowing American experience into the Higher Learning Institutions in Ukraine

Innovation dynamics and the role of infrastructure

This report shows how the role of the infrastructure – standards, measurement, accreditation, design and intellectual property – can be integrated into a quantitative model of the innovation system and used to help explain levels and changes in labour productivity and growth in turnover and employment. The summary focuses on the new results from the project, set out in more detail in Sections 5 and 6. The first two sections of the report provide contextual material on the UK innovation system, the nature and content of the infrastructure knowledge and the institutions that provide it. Mixed modes of innovation, the typology of innovation practices developed and applied here, is constituted of six mixed modes, derived from many variables taken from the UK Innovation Survey. These are: Investing in intangibles Technology with IP innovating Using codified knowledge Wider (managerial) innovating Market-led innovating External process modernising. The composition of the innovation modes, and the approach used to compute them, is set out in more detail in Section 4. Modes can be thought of as the underlying process of innovation, a bundle of activities undertaken jointly by firms, and whose working out generates well known indicators such as new product innovations, R&D spending and accessing external information, that are the partial indicators gathered from the innovation survey itself

Model course syllabus: Management of security issues in wearable technology

© 2018 by IGI Global. All rights reserved. This chapter briefly introduces some historical and contemporary context before proposing a model course syllabus to implement a course in Management of Security Issues in Wearable Technology. The course syllabus is developed in line with the IS2010 curriculum recommended by the peak bodies (ACM and AIS) for a degree in Information Systems, Computer Information Systems or Management Information Systems. The design further follows the guidelines developed by the Accreditation Board of Engineering and Technology (ABET) that advocates that Course Learning Outcomes (CLOs) be developed for the list of topics covered by the material. In addition, the syllabus provides a basis for enterprise training relevant to managers and security specialists. The chapter also provides some general pedagogical guidelines on how each topic can be discussed and activities appropriate to the learners. It also uses Gluga et al.\u27s (2013) assessment criteria, based on Bloom\u27s (1956) taxonomy to measure the depth of knowledge

Model course syllabus: Management of security issues in wearable technology

©2017, IGI Global. This chapter briefly introduces some historical and contemporary context before proposing a model course syllabus to implement a course in Management of Security Issues in Wearable Technology. The course syllabus is developed in line with the IS2010 curriculum recommended by the peak bodies (ACM and AIS) for a degree in Information Systems, Computer Information Systems or Management Information Systems. The design further follows the guidelines developed by the Accreditation Board of Engineering and Technology (ABET) that advocates that Course Learning Outcomes (CLOs) be developed for the list of topics covered by the material. In addition, the syllabus provides a basis for enterprise training relevant to managers and security specialists. The chapter also provides some general pedagogical guidelines on how each topic can be discussed and activities appropriate to the learners. It also uses Gluga et al.\u27s (2013) assessment criteria, based on Bloom\u27s (1956) taxonomy to measure the depth of knowledge

AAPM medical physics practice guideline 10.a.: Scope of practice for clinical medical physics.

The American Association of Physicists in Medicine (AAPM) is a nonprofit professional society whose primary purposes are to advance the science, education, and professional practice of medical physics. The AAPM has more than 8000 members and is the principal organization of medical physicists in the United States. The AAPM will periodically define new practice guidelines for medical physics practice to help advance the science of medical physics and to improve the quality of service to patients throughout the United States. Existing medical physics practice guidelines will be reviewed for the purpose of revision or renewal, as appropriate, on their fifth anniversary or sooner. Each medical physics practice guideline (MPPG) represents a policy statement by the AAPM, has undergone a thorough consensus process in which it has been subjected to extensive review, and requires the approval of the Professional Council. The medical physics practice guidelines recognize that the safe and effective use of diagnostic and therapeutic radiation requires specific training, skills, and techniques as described in each document. As the review of the previous version of AAPM Professional Policy (PP)-17 (Scope of Practice) progressed, the writing group focused on one of the main goals: to have this document accepted by regulatory and accrediting bodies. After much discussion, it was decided that this goal would be better served through a MPPG. To further advance this goal, the text was updated to reflect the rationale and processes by which the activities in the scope of practice were identified and categorized. Lastly, the AAPM Professional Council believes that this document has benefitted from public comment which is part of the MPPG process but not the AAPM Professional Policy approval process. The following terms are used in the AAPM's MPPGs: Must and Must Not: Used to indicate that adherence to the recommendation is considered necessary to conform to this practice guideline. Should and Should Not: Used to indicate a prudent practice to which exceptions may occasionally be made in appropriate circumstances