Quality Assurance Systems in Higher Education

At the University of Aveiro (UA), an institutional initiative is taking place for assessing and monitoring the quality of teaching and learning in Higher Education. The Quality Assurance System (QAS) of the teaching and learning process at the UA emerges as extremely important, not only to regulate the teaching and learning process, following the quality assurance orientations at a national and international level, but also to reflect and share teaching practices that enhance the whole academic experience, both from the students, the teachers, and researchers' perspective. The authors explore the design of the model and a research study that aims to integrate the perspectives of students and teachers, through the The 3 rd International Conference: Institutional Strategic Quality Management -ISQM2011 analysis of quantitative and qualitative data -gathered in the evaluation model, so that: (i) intervention strategies/activities can be conceptualised for coping with the identified problems; (ii) a set of guidelines can be designed for the improvement of the evaluation model and associated instruments, and (iii) the QAS model and its results can be discussed with academia in terms of strengths and weaknesses aiming to engage them in the process of monitoring. This study is an effort to conciliate the educational research carried out by members of the Laboratory for the Evaluation of Educational Quality and the institutional framework for quality assurance.

BEd (EAPPS) (ZOU); MEd (EAPPS) (ZOU) Submitted in fulfilment of requirements in respect of the doctoral degree qualification Philosophiae Doctor in Education (PhD Education) in the SCHOOL OF EDUCATION STUDIES FACULTY OF EDUCATION at the UNIVERSITY OF THE FREE STATE BLOEMFONTEIN DECEMBER: 2019 SUPERVISOR: PROF. LC JITA i DECLARATION I, Norman Chitamba, declare that the thesis I herewith submit for the degree qualification PhD in Education at the University of the Free State is my original work and that I have not previously submitted it for a qualification at another institution of higher education. I, Norman Chitamba, hereby declare that I am aware that the copyright is vested in the University of the Free State. I, Norman Chitamba, hereby declare that all royalties regarding intellectual property that was developed during the course of and/or in connection with the study at the University of the Free State will accrue to the university.

Təhsil siyasəti məşğulluq siyasəti ilə kombinasiyalı şəkildə formalaşdırılan və icra edilən prosesdir. Əhalinin məşğulluğunun təmin edilməsində ilk addımlardan biri onların bilik və bacarıqlarının artırılması istiqamətində əməli tədbirlər görməkdir. Dövlət təhsil müəssisələri vasitəsilə birbaşa və dolayı yolla işçi qüvvəsinin təhsil almasını həyata keçirir. Ali təhsil müəssisələri ilə işəgötürənlər arasında kommunikativ fəaliyyətlərin təşkili, bazarın və işəgötürənlərin ehtiyaclarına uyğun təhsil proqramlarının hazırlanması reallaşdırılmalı olan labüd vəzifələrdəndir. Məşğulluğun təmin edilməsində təhsil siyasətinin əsas komponentlərindən biri peşə təhsilinin effektiv təşkilidir. Xüsusilə Dördüncü Sənaye İnqilabını yaşadığımız bu dövrdə əmək bazarının transformasiyasına, əməyin mahiyyətinin və işçi qüvvəsindən tələb olunan kompetensiyaların dəyişməsinə qarşılıq olaraq effektiv mexanizmin qurulması icra edilməsi vacib olan tədbirlərdəndir.

Introduction: There is no standard methodology for outlining the intricacies of allied healthcare education (AHE) or its quality. The profound misconception is that quality assurance (QA) in AHE is used on a “voluntary” basis. Given the absence of statutory regulatory mechanisms such as accreditation, validation, and audit by the peripheral agencies concerning QA, adoption of QA measures in AHE is not consistent, and it results in producing a subpar allied health workforce. This paper analyzes the need to include QA measures as an essential domain in evaluating the effectiveness of allied health professional education programs.
Method: A large database search was performed using pertinent terms, and a blueprint was developed for a meticulous literature review published between 2015 and 2021. Five hundred eighty-two articles were found and screened; a critical appraisal was performed for 22 peer-reviewed articles for relevant information.
Results: The literature review identified the need to use academic domains such as leadership, planning, delivery, and feedback as QA criteria to evaluate the efficiency of education and training in allied health professional education programs. Instructors and facilitators for specific knowledge and skill
development and a description of their roles should also be used in QA evaluation.
Conclusion: Resources for effective learning and teaching in the allied healthcare domain are limited. This review highlights the significant need to include a QA system in AHE, considering the pivotal role of these students in supporting humankind, now and in the future. The findings contribute to the research by providing essential insights into current trends and focusing on existing research in AHE quality.

Ömürboyu öyrənmə bir tələbat halına çevrilir. Ömürboyu öyrənmə fərdlər üçün ömürboyu fasiləsiz öyrənmə imkanı kimi qəbul edilir və davamlı təhsil, peşə təhsili, həmçinin qeyri-formal təhsil, asudə vaxtın qiymətləndirilməsi kimi anlayışların yerində istifadə olunur.

The purpose of this study is to investigate teachers’ perceptions of head-teachers’ instructional approaches and its impact on teachers’ competencies at campus schools in Karachi, since lack of teacher competencies has been a substantial issue, as it has remained ineffective teaching, which affects students' academic achievement. Achieving the research objectives a quantitative research design with a survey technique was used. Five hundred twenty-five respondents were selected by a convenience sampling, and finally 470 teachers’ data founded correct for analysis after screening, with a 90% response rate. The Smart PLS was utilized for calculations, reliability, validity and hypothesis testing, and descriptive analysis was done through SPSS. The results revealed that the perceptions of campus school teachers regarding their heads instructional approaches, as an instructional resources provider, feedback on teaching and learning, and visible presence have a significant and substantial effect on teacher competencies. It is suggested that school leaders should employ and include instructional approaches such as instructional resources provider, feedback on teaching and learning, and visible presence to improve their teachers' competencies.

Recent reports on education in Kenya underscore the importance of head teachers adopting effective instructional leadership practices and teachers enhancing their pedagogical knowledge and skills in order to guarantee high-quality education and academic achievement within the countrys school systems. Giving teachers incentives is one of the instructional leadership strategies that headteachers can use. This studys goal was to ascertain how the head teachers incentives affected teachers work performance in Kenyas Nakuru County public elementary schools. The study was informed by the Hallinger and Murphy (1985) Model of Instructional Leadership and the Campbell et al. (1993) Theory of Job Performance. The study employed a convergent parallel design and a mixed methods research methodology. In order to gather and analyze data from a target population of 57,800 students, 7,741 teachers, 680 head teachers from 680 schools, and 11 Quality Assurance and Standards Officers (QASOs), the stud...

Recent reports on education in Kenya underscore the importance of head teachers adopting effective instructional leadership practices and teachers enhancing their pedagogical knowledge and skills in order to guarantee high-quality education and academic achievement within the countrys school systems. Giving teachers incentives is one of the instructional leadership strategies that headteachers can use. This studys goal was to ascertain how the head teachers incentives affected teachers work performance in Kenyas Nakuru County public elementary schools. The study was informed by the Hallinger and Murphy (1985) Model of Instructional Leadership and the Campbell et al. (1993) Theory of Job Performance. The study employed a convergent parallel design and a mixed methods research methodology. In order to gather and analyze data from a target population of 57,800 students, 7,741 teachers, 680 head teachers from 680 schools, and 11 Quality Assurance and Standards Officers (QASOs), the stud...

The objectives of this study: analysis of the current state of the higher education system in the Republic of Moldova; comparative analysis of quality assurance of higher education in Moldova and EU countries. Research methods includes system approach, analysis and synthesis, logical generalization and analogies and foreign scientists and leading experts, analytical materials on the research problem. The analysis of recent studies and publications despite the existing scientific research, the issues of quality assurance of higher education do not lose their relevance and require further study. The results of this study can be used by stakeholders to promote the development and improvement of the quality assurance system for higher education and research in the context of the country's European integration, as well as for the formation of quality assurance strategies in the universities of the Republic of Moldova.

The purpose of this research is to analyze the origin, evolution, performance and trends of higher education quality assurance systems in the following European countries: Denmark, Norway, Sweden, Finland, Austria, Italy, Switzerland, Germany, Netherlands, United Kingdom and France. It also studies the performance and impact of the organizations that join the European Quality Assurance Agencies together. The main sources of data collection were in situ semi-structured interviews to members of these agencies. It was found that in higher education institutions there is a strong trend towards the development of ‘internal quality assurance systems' in response to the public policies known as 'quality audits'. This overview about what is taking place in Europe may provide innovative instruments that could be considered for higher education quality evaluation and accreditation in Latin-American countries: quality audits, disciplinary agencies, evaluation of the quality assuran...

This article describes the establishment of the Aga Khan University’s Network of Quality Assurance and Improvement in promoting the principles of quality in its programmes. As an international university, the experiences and lessons learned have the potential to inform quality assurance and improvement in similar contexts. The authors reflect on past attempts to improve the quality of educational offerings, which were primarily traditional quality assurance audits. With the advent of the Inter-University Council for East Africa self-assessment process, the next generation of quality assurance and improvement was launched for the Aga Khan University programmes. They found the self-assessment process effective in changing attitudes towards quality enhancement and implementation of improvement plans, because it created ownership in the process. Practically, self-assessment is an important tool for academic quality assurance providing critical feedback, and catalysing action. The articl...

The intent of this qualitative case study was to explore the instructional leadership practices of leaders from the perspectives of leaders and lecturers at Kanye and Moshupa Brigade Centers. An instructional leadership theory advocated by Hallinger and Murphy guided this study. Various sources on related empirical studies were reviewed to contextualize and position this study. A qualitative case study research design was adopted. The philosophical underpinning that guided this study was interpretivism. Semi-structured interviews with 12 participants (4 instructional leaders and 8 lecturers) were conducted, and for triangulation purposes, document analysis was equally conducted. So, the data from the participants and the analysis of the documents led to the conclusions of this study.  From the findings gathered from the semi-structured interview, the instructional leadership practices that were evident at Kanye and Moshupa Brigades Centers generally were effective communication between teachers and principals, shared leadership, and stakeholder involvement in decision-making. The participants indicated that the required competences were good communication skills, effective working with adult learners, communication skills, being accessible and visible, and effective use of resources. The participants revealed that they had challenges with staff attendance, a shortage of resources, and disciplinary procedures. Subsequently, the participants recommended the allocation of adequate resources, giving consistent and comprehensive feedback, and reflecting on their own leadership as strategies that can be used to improve the instructional leadership practices at Kanye and Moshupa Brigade Centers. Contrarily, the findings derived from document analysis showed that instructional leadership practices at Kanye and Moshupa Brigades Center are not effectively practiced and monitored. Several instructional implementation and evaluation instruments were not available, and for those that were, there was no evidence of their implementation. Successively, the findings gave rise to the conclusions that prompted the recommendation of this study. Finally, the implications of the study were presented, and a revised instructional leadership model was proposed.

The purpose of this research is to analyze the origin, evolution, performance and trends of higher education quality assurance systems in the following European countries: Denmark, Norway, Sweden, Finland, Austria, Italy, Switzerland, Germany, Netherlands, United Kingdom and France. It also studies the performance and impact of the organizations that join the European Quality Assurance Agencies together. The main sources of data collection were in situ semi-structured interviews to members of these agencies. It was found that in higher education institutions there is a strong trend towards the development of ‘internal quality assurance systems' in response to the public policies known as 'quality audits'. This overview about what is taking place in Europe may provide innovative instruments that could be considered for higher education quality evaluation and accreditation in Latin-American countries: quality audits, disciplinary agencies, evaluation of the quality assuran...

It is undisputable that by and large, the general citizenry and governments of the Sub-Sahara Africa is of late pretty much come to align higher education to economic assurance than ever before. This has witnessed a considerable increase in the number of institutions of higher learning established and a number of students enrolling into these institutions. It can be deduced that such an increase challenges the quality assurance in its provision. It is therefore imperative for African states to put a great deal of emphasis on quality assurance procedures as they discharge the provision of university education. This paper explores literature on quality assurance procedures in universities in developing countries with particular reference to public and private universities in Tanzania. The perception of quality in university education is first analysed alongside the divert views of quality assurance mechanism, and with the scaling up of the approaches to quality assurance. The paper co...

It is undisputable that by and large, the general citizenry and governments of the Sub-Sahara Africa is of late pretty much come to align higher education to economic assurance than ever before. This has witnessed a considerable increase in the number of institutions of higher learning established and a number of students enrolling into these institutions. It can be deduced that such an increase challenges the quality assurance in its provision. It is therefore imperative for African states to put a great deal of emphasis on quality assurance procedures as they discharge the provision of university education. This paper explores literature on quality assurance procedures in universities in developing countries with particular reference to public and private universities in Tanzania. The perception of quality in university education is first analysed alongside the divert views of quality assurance mechanism, and with the scaling up of the approaches to quality assurance. The paper co...

The purpose of this research is to analyze the origin, evolution, performance and trends of higher education quality assurance systems in the following European countries: Denmark, Norway, Sweden, Finland, Austria, Italy, Switzerland, Germany, Netherlands, United Kingdom and France. It also studies the performance and impact of the organizations that join the European Quality Assurance Agencies together. The main sources of data collection were in situ semi-structured interviews to members of these agencies. It was found that in higher education institutions there is a strong trend towards the development of ‘internal quality assurance systems' in response to the public policies known as 'quality audits'. This overview about what is taking place in Europe may provide innovative instruments that could be considered for higher education quality evaluation and accreditation in Latin-American countries: quality audits, disciplinary agencies, evaluation of the quality assuran...

The project sought to provide a paradigm for improving African education systems through the use of the IOT. The created IOT model for Africa will enable African countries, notably Namibia, to exchange educational content and resources with other African countries. The objective behind the IOT paradigm in Africa's education sectors is to provide open access to knowledge and information. The study revealed that there are no recognised platforms in African education systems that are utilised by African governments to interact, communicate, and share educational material directly with African institutions. As a result, the current research developed a model for transforming African education systems using the IOT in the Namibian context, which will serve as a centralised online platform for self-study, new skill acquisition, and self-improvement using materials provided by African institutions of higher learning. Everyone is welcome to use the platform, including students, instructors, and members of the general public.

It is undisputable that by and large, the general citizenry and governments of the Sub-Sahara Africa is of late pretty much come to align higher education to economic assurance than ever before. This has witnessed a considerable increase in the number of institutions of higher learning established and a number of students enrolling into these institutions. It can be deduced that such an increase challenges the quality assurance in its provision. It is therefore imperative for African states to put a great deal of emphasis on quality assurance procedures as they discharge the provision of university education. This paper explores literature on quality assurance procedures in universities in developing countries with particular reference to public and private universities in Tanzania. The perception of quality in university education is first analysed alongside the divert views of quality assurance mechanism, and with the scaling up of the approaches to quality assurance. The paper co...

This study was to analyze whether there were significant differences in perception of stakeholders on quality of
the products of Bachelor of education programmes offered in private universities in Tanzania within the framework of the
inter-university council of East Africa. Two organisational theories and approaches- open systems and total quality
management theory –provided a theoretical lens to explain how various quality variables affect quality of Bachelor of
Education programmes offered in private universities in Tanzania. Concurrent embedded mixed-methods design was used
in the study, including questionnaires, interview guide, document analysis schedule and observation schedule for
triangulation. The sample size comprised of 453 participants including students, lectures, and head of departments, faculty
deans, and directors of quality assurance from three private universities offering Bachelor of Education programmes in
Tanzania. Quantitative data was analysed using descriptive and inferential statistics while qualitative data was thematically
presented and discussed. The t-test was used to establish whether there was any significant difference in perceptions among
stakeholders, while a one-way ANOVA was employed in order to examine the difference in perception across the three
universities. The findings revealed that there was a significant difference among stakeholders in the quality of products of
the Bachelor of Education programmes offered in private universities in Tanzania. The study concluded that aspects of
assessing the quality of products of the Bachelor of education programmes offered in private universities in Tanzania were
highly rated and/or perceived positively by stakeholders. This is because stakeholders greatly recognize and consider the
influence that quality has on the products of the Bachelor of education programmes. It is therefore recommended that
private universities should bring stakeholders onboard for they are key players in determining and ensuring that the quality
of Bachelor of education programmes meet and satisfy the requirements, standards and framework of the inter-university
council of east Africa- IUCEA.

It is undisputable that by and large, the general citizenry and governments of the Sub-Sahara Africa is of late pretty much come to align higher education to economic assurance than ever before. This has witnessed a considerable increase in the number of institutions of higher learning established and a number of students enrolling into these institutions. It can be deduced that such an increase challenges the quality assurance in its provision. It is therefore imperative for African states to put a great deal of emphasis on quality assurance procedures as they discharge the provision of university education. This paper explores literature on quality assurance procedures in universities in developing countries with particular reference to public and private universities in Tanzania. The perception of quality in university education is first analysed alongside the divert views of quality assurance mechanism, and with the scaling up of the approaches to quality assurance. The paper concludes that universities in developing countries should at implementing quality assurance procedures for institutional effectiveness and service and/or programme quality.

This paper focuses on conceptual clarification of keywords, a critique of social constructivist theory in relation to teaching and learning, popular social sites, advanced communication tools, roles of social media in innovative teaching and learning, teachers' role on social media teaching and learning, students' role on social media teaching and learning, positive and negative impacts of social media on teaching and learning, suggested ways of maximizing the use of social media in teaching and learning which among others is the clarion call on teachers to motivate their learners to participate actively in the use of social media which are oriented to better the academic performance of students. Social constructivist learning theory governs this work. Finally, conclusion was drawn accordingly.

Məqalədə rəqabət qabiliyyətli, dayanıqlı insan kapitalının inkişafı istiqamətində ali təhsil müəssisələrində keyfiyyət təminatı sisteminin mənimsənilməsinin, insan kapitalının əmək bazarında özünü reallaşdırmasında mövcud problemlərin aradan qaldırılmasının vacibliyi vurğulanır. Qeyd olunur ki, insan kapitalının inkişafı dayanıqlı iqtisadi artımın əsas şərtlərindəndir. Ona görə də XXI əsrin tələblərinə uyğu rəqabət qabiliyyətli insan kapitalı üçün keyfiyyət təminatı sistemi qurulmalı və ali məktəblərin ixtisaslar üzrə təhsil proqramları əmə bazarının tələblərinə uyğunlaşdırılmalıdır. Keyfiyyət təminatı sisteminin qurulması ali təhsil müəssisələrinin beynəlxalq imicinin formalaşmasında və rəqabət avantajı əldə etməsində əhəmiyyətli rol oynayır. Bu istiqamətdə keyfiyyət təminatı agentlikləri təhsil müəssisələrinin fəaliyyətinin və təhsil proqramlarının icrasının hər təhsil pilləsi üzrə dövlət təhsil standartlarının tələblərinə uyğunluğunu qiymətləndirir. Məqalədə təhsil müəssisələri ilə məzunlar arasında əks-əlaqə, rəqabət qabiliyyətli insan kapitalının formalaşdırılması, XXI əsrin tələblərinə uyğun mütəxəssislərin yetişdirilməsində keyfiyyət təminatı sisteminin qurulması və ixtisaslar üzrə təhsil proqramlarının təkmilləşdirilməsi ilə bağlı təkliflər də verilir.

The article emphasizes the importance of mastering the quality assurance system in higher education institutions in the direction of developing competitive, sustainable human capital, eliminating the existing problems in the realization of human capital in the labor market. It is noted that the development of human capital is one of the basic conditions for sustainable economic growth. Therefore, a quality assurance system for competitive human capital must be established in conformity with the requirements of the XXI century, and educational programs in higher education must be adapted to the requirement of the labor market. The establishment of a quality assurance system plays an important role in shaping the international image of higher education institutions and gaining competitive advantage. In this context, quality assurance agencies evaluate the compliance of the activities of educational institutions and the implementation of educational programs with the requirements of state educational standards for each level of education. The article also offers suggestions on feedback between educational institutions and graduates, the formation of competitive human capital, the establishment of a quality assurance system in the training of specialists in accordance with the requirements of the XXI century, and the improvement of educational programs in specialties.

Social Media and Academics are very closely related in many aspects through different field. Today in 21 st century social media i.e. Facebook, Instragram, Twitter, YouTube, Google, etc has a greater impact on any academic platform, it has a major role in education

This study is a retrospective type of quantitative research.
This quantitative research was designed to quantify and determine BCSI constituents' perception regarding BCSI’s quality assurance in the areas of workforce management, process management, and customer management. This was done through the use of a survey questionnaire that was utilized a Likert scale. The respondents in this study were administrators, teachers, rank & file, students, suppliers, parents, and beneficiaries. The study has shown that workforce management, process management, and customer management are factors to consider in quality assurance in a higher educational institution; the constituents rated the workforce management as “highly practiced” in the areas of training & development, assessment, and compensation, the constituents rated the process management as “moderately practiced” based on their perceptions and experiences towards the process management practices in relation to the 6 areas of concerns under process management. Moreover, the descriptive statistics presented a “highly practiced” result under the customer management practices. The constituents agreed that there is a quality gap in workforce management, specifically in the compensation aspect, one and four quality gaps under process management customer management. Lastly, the study has shown a weak significant relationship between the perception of constituents and the college’s quality assurance best practices and its quality gap.

According to Professor Wickham; the concept strategic window of opportunity is a process that begins with spotting the window, then locating the window, measuring the window, opening the window and finally closing the window. The process can be discussed as below, using the Ugandan context.

Governance Leadership and Management is one of the important Criterion of NAAC’s Assessment and Accreditation (A&A) process. It is Criterion no. six of seven Criteria. As a keen function of the Higher Education Institution, GLM represents and indicates the manner the Administrative set-up of the institution analects.
Quality of the Higher Education Institution is reckoned by the policies and practices it has evolved for planning of human resources, recruitment process, training for competencies, financial management and performance appraisal.

The study investigated fifteen social media platforms relevant to teaching-learning process. The participants were 330 undergraduate in the Faculty of Education, University of Ibadan, Nigeria. Descriptive survey research design was adopted. The research instrument for data collection was a questionnaire and Focus Group Discussion Guide (FGDG). The findings revealed that teacher trainees were highly aware of social media useful in teaching-learning process.Whatsapp was the most utilized, followed by Facebook, Wikipedia, Google+, Tube, Ask.com, Instagram, Twitter, Slideshare, WordPress, Viber, Del.iccio.us, Printrest and Flickr. Male and female did not differ in the extent of utilization of these social media. Barriers militating against effective use of social media are finance, poor network services, lack of smartphone, erratic power supply, distraction, technical knowhow on the part of students, and lack of encouragement. The study recommended that Faculty Management should ensure that teacher trainees have access to free Wi-Fi to access internet.
Keywords: Teacher trainees, Readiness, Social media, Teaching learning process, Technological

It should be been within the interest of any university to know and ensure quality in the teaching and assessment of its students. The services offered by universities include; teaching of students, undertaking research and offering community service. These to be attained effectively, universities should institute quality assurance systems in order to ensure that they offer quality services to their stakeholders. This paper highlights, the implementation of internal quality assurance systems in universities in Uganda, and the region as a means of improving the teaching and learning of the students. It has been observed that many universities in Uganda and in the region have not enhanced their quality assurance systems, and thus offering pitiable services to their stakeholders. Research has shown that putting in place functional internal quality assurance systems is the only way universities can advance and also enhance quality in the services they offer. Some universities in Uganda and in the region have been found to lack the will of advancing and enhancing functional quality assurance systems despite having the means. On the other hand, though some universities have the zeal to implement and operationalize quality assurance systems, they lack adequate resources while quality assurance is attached to a price. It is recommended that universities in Uganda and in the region should ensure that quality assurance systems are in place and also, allocate adequate resources to quality assurance activities within their universities.

At  China's 13th National Congress in 1987, Premier Zhao Ziyang introduced the concept of "Socialism with Chinese characteristics", by which he meant a centrally-planned economy adapted to the special circumstances of Chinese society.  The 2016 UK-China Education Policy Week in Beijing brought together experts from both countries to explore closer cooperation in education, including the development of Sino-UK transnational partnerships. It culminated with a workshop on Joint Quality Assurance for UK-China Transnational Education Programmes, suggesting that  we may be moving into a new era of "transnational education with Chinese characteristics".

The last three decades have witnessed a significant expansion, diversity and complexity of the higher education sector around the world. Among other things, this has led to the institutionalization of mechanisms and processes that would go towards the upkeep of the quality and relevance of higher education provisions. This has been evidenced in the creation of new systems, organs, networks and for a responsible for quality assurance both at national and institutional levels, putting the issue at the forefront of the higher education arena and making quality assurance one of the key issues in contemporary policy debates and practices across various levels and parts of the world.

Once hailed as one of the best educational systems in the world, the U.S. system of higher education suffers from skyrocketing costs, wasteful spending and a reduction in perceived value. Is today's higher education throwing good money after bad?

Today, educators and researchers are taking advantage of the advances in the Internet more than ever before. With the advent of social media tools, a new paradigm of teaching and learning has emerged. This study aims to explore social media uses in informal learning activities among CEIT students. A descriptive survey method was used in the study. The participants of the study were 357 undergraduate students in the department of CEIT in a state university. Data was collected through a survey questionnaire developed by the researchers. 18 popular social media tools and 6 major informal activities were selected and integrated into the questionnaire so as to identify the social media tool preferences of the students. Additionally, the participants were asked to identify their main reasons for not using social media tools. The results were presented with frequency and percentage tables. The findings indicated that Facebook is an important social media tool preferred by the majority of the students to fulfill their informal learning activities. This study also point out that besides Facebook, other social media tools are used for different purposes. The results also revealed that barriers for nonuse of social media tools can be grouped under psychological and technological factors. In light of the study results, some methodological and practical suggestions are made for further studies regarding the utilization of the utilization of the social media tools for informal learning activities.

This poster presentation showcases evaluation data that highlights the significant contribution of 1) facilitators and experienced tutors in the initial training session; 2) feedback new tutors receive following peer review and; 3) discussion with fellow tutors at
follow-up sessions.

ليس إنشاء مجال التعليم العالي عمليَّة إداريَّة تقوم على قرارات إداريَّة رسميَّة. التجربة الأوروبيَّة واضحة جدًّا. فإنشاء هذا المجال عمليَّة تربويَّة تعتمد على سيرورة طويلة الأمد من شأنها أن تخلق الأطر، والمرجعيَّات، والتوجُّهات الأكاديميَّة التي تؤمِّن تراص هذا المجال داخليًّا ومناعته واحترامه خارجيًّا.

لذلك، مع أهمية التذكير الدائم بالوجه النظريّ لهذه العملية، لا بد من وضع ثوابتَ معياريّةٍ تسمحُ بتثبيت ركائز هذا المجال الجديد. وأهم هذه الثوابت عملية ضمان الجودةِ لأنها المقوّمة الأساس التي تسمح بوضع هذا المجال دوليًا، على خريطة التعليم العالي المتمايّز.

تشكّل دومًا عمليّة القياس نقطة محوريّة في مجالي المقارنة والتقييم. ولأن النوعيّة تبقى معرّضة لنقص في الموضوعيّة ما لم تخضع للقياس، كان لا بد من مساءلة موضوع النوعيّة الأكاديميّة انطلاقًا من هذا المبدأ، مع كل ما يعني ذلك من تحديات مرتبطة ارتباطًا وثيقًا بخصوصيّة التعليم العالي. سأسعى في هذه المداخلة إلى طرح الإشكاليّة موضوع البحث؛ وبعد عرض موجز لمحاور التعليم العالي، سأقترح المعايير التي برأيي تغطي الأوجه الأكاديميّة والبحثيّة، والتي تسمح بمقاربة موضوع النوعيّة مقاربة علميّة.