Have You Seen...?
"Quality Assessment of University Students: Student Perceptions of
quality Criteria" Janet G. Donald and D. Brian Denison The Journal of
Higher Education Vol. 72, No. 4 (July/August 2001), pp. 478-502.
The purpose of this study was to examine students' perceptions
of quality criteria identified by a broad range of stakeholders in previous
studies. Four hundred students in different majors at two Canadian universities
were surveyed. Composite ratings of student perception of importance correlated
0.71 with Delphi study participants. Factor analysis was used to create four
groups of criteria: cognitive and affective student characteristics; academic
performance; employment competence; basic math and second language competency;
and academic preparedness. Comparisons were made across student level (college
entry, during studies, on graduation), gender, and program of study. The
authors viewed the most striking result being that 17 of 25 criteria increased
in importance from university entry through the program of study until
graduation. Conclusions: 1) student quality is dynamic so it must be viewed at
a particular point in time, and 2) students' perception of student quality is
consistent with previous studies.
"Exemplary University Teachers: Knowledge and Beliefs Regarding
Effective Teaching Dimensions and Strategies" Nira Hativa, Rachel Barak,
and Etty Simhi The Journal of Higher Education Vol. 72, No. 6
(November/December 2001), pp. 699-729.
"This study concentrates on general pedagogical knowledge
that is not subject matter related and involves pedagogical principles and
classroom strategies/behaviors that were found in research to contribute to
effective instruction. Exemplary teachers were the objects of study because the
research literature indicated that their thinking about teaching and their
general pedagogical knowledge were more developed than those of other teachers,
as in the case of their performance on effective teaching strategies." (p.
703). Four effective teaching dimensions were observed: organization; clarity;
interesting/engaging; and classroom climate. Four teachers at a research
university in Israel were the basis of the study. Data were gathered from
teacher interviews (percourse and post-unit), student interviews, videotaped
classes, and effective-teaching questionnaire completion by students. All four
teachers agreed on the importance of clarity and creating a pleasant classroom
climate but did not agree on the importance of the other dimensions. All four
teacher had a high level of clarity and classroom climate but they did not all
excel on the other dimensions. Performance can be average or poor on one
criteria and still be considered an exemplary teacher.
"The Complex Relations Between the Academy and Industry: Views from the
Literature" Melissa S. Anderson The Journal of Higher Education
Vol. 72, No. 2 (March/April 2001) pp. 226-246.
This article discusses the findings and perspectives presented
in three books on the academy-industry relations.
- Slaughter, S., & Leslie, L. L. (1997). Academic capitalism: Politics,
policies, and the entrepreneurial university, Baltimore: The Johns Hopkins
University Press.
- Etzkowitz, H., & Stevens, A. J. (1998). Inching toward industrial
policy: The university's role in government initiatives to assist small,
innovative companies in the United States. In H. Etzkowitz, A. Webster, &
P. Healey (Eds.), Capitalizing knowledge: New intersections of industry and
academia (pp. 215-238). Albany, NY: State University of New York Press.
- Tudiver, N. (1999). Universities for sale: Resisting corporate control over
Canadian higher education. Toronto: James Lorimer and Company.
The article discusses such issues as what activities encompass
academy-industry relationship, misconceptions about these relationships, and
maintaining a balance in academy-industry relations.
"What Are Colleges Doing About Student Assessment? Does It Make a
Difference?" Marvin W. Peterson and Marne K. Einarson The Journal of
Higher Education Vol. 72, No. 6 (November/December 2001), pp. 629-669.
"The purpose of our study was to extend current
understanding of how postsecondary institutions have approached, supported, and
promoted undergraduate student assessment, and the institutional uses and
impacts that have been realized from these assessment efforts. In addition, we
were interested in examining the congruence between institutional approaches to
student assessment found in the prescriptive literature and actual
institutional practices." Literature pertaining to assessment was
discussed in several different areas: "(1) relationship of institutional
context to student assessment; (2) institutional approaches to student
assessment; (3) organizational and administrative support for student
assessment; (4) assessment management policies and practices; and (5)
institutional uses and impacts of student assessment information."
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