FACTORS DESCRIBING STUDENTS´ PERCEPTION ON EDUCATION QUALITY STANDARDS
Keywords:Quality, assurance, university, evaluation, education, management
Education quality assurance is the necessity for today’s competitive environment in university education. Quality assurance standards and strategies are being used in most of universities and higher education institutions. But the perception of quality standards is being usually seen from the perspective of a university management. This study aims to analyze and present perceptions of students towards a measurement of education quality standards and to identify significant groups of students according to their preferences in education quality. Students’ questionnaires and focus groups collected the data. Two dimensional and multi-dimensional statistical methods were used to evaluate the results. The outputs show five groups of students based on their perception of the education quality. Examination of students’ interest in specific areas, subjects and courses leads to identification of factors which affect their preferences in education. The paper found five significant groups of perceived quality by students. These are Quality receptionists, Business oriented, Expert innovators, Distance learners and Arrangement oriented. Limit of the study is a narrow focus on one private university. This study may encourage other papers to develop and test further the impact of education quality on students’ preferences for measurable improvements. The paper is an extension of the conference paper presented on ERIE conference 2017.
Anderson, V. (2009) Research methods in human resource management. London: Chartered Institute of Personnel and Development.
Ashraf, M. A., Osman, A. Z. R., and Ratan, S. R. A. (2016) ‘Determinants of quality education in private universities from student perspectives: a case study in Bangladesh‘. Quality Assurance in Education, vol. 24, no. 1, pp. 123-138. http://dx.doi.org/10.1108/QAE-09-2013-0040
Benyon, L. (1981) ‚Curriculum continuity‘, Education 3-13, vol. 9, no. 2, pp. 36-41. http://dx.doi.org/10.1080/03004278185200201
Borges, G., Stiubiener, I. (2015) ‘Recommending learning objects based on utility and learning style‘, Proceedings - Frontiers in Education Conference, FIE. Spain: Melia Castilla Hotel and Convention Center Madrid.
Cejpek, V., Gavalcová, T., Nantlová, S., Pabian P., Rajmon, R., Valová, L. (2014) Jak rozvíjet kvalitní vysokoškolské vzdělání. [Online] MŠMT. Available: https://www.slideshare.net/ipnkvalita/jak-rozvjet-kvalitn-vysokokolsk-vzdlvn [3 Jan. 2017].
Clark, J. (1995) Suggestions for effective university teaching. [Online] Available: http://io.uwinnipeg.ca/~clark/acad/teach/effteach.html [2 Jan 2017].
Clark, M. A., Lelchook, A. M., and Taylor, M. L. (2010) ‘Beyond the Big Five: How narcissism, perfectionism, and dispositional affect relate to workaholism‘, Personality and Individual differences, vol. 48, no. 7, pp. 786-791. http://dx.doi.org/10.1016/j.paid.2010.01.013
Delaney, A. M. (1997) ‘Quality assessment of professional degree programs‘, Research in Higher Education, vol. 38, no. 2, pp. 241-264.
Gaillard, F. D., Mitchell, S. P., and Kavota, V. (2011) ‘Students, Faculty, and Administrators Perception of Students Evaluations of Faculty in Higher Education Business Schools‘, Journal of College Teaching & Learning (TLC), vol. 3, no. 8. http://dx.doi.org/10.19030/tlc.v3i8.1695
He, Y., and Hutson, B. (2016) ‘Appreciative assessment in academic advising‘. The Review of Higher Education, vo. 39, no. 2, pp. 213-240. http://dx.doi.org/10.1353/rhe.2016.0003
Hebák, P., Malá, I. and Hustopecký J. (2006) Vícerozměrné statistické metody. Praha: Informatorium.
Hendl, J. (2006) Přehled statistických metod zpracování dat. Praha: Portál.
Jones, B. K. (2016) ‘Enduring in an “Impossible” Occupation Perfectionism and Commitment to Teaching‘, Journal of Teacher Education, vol. 67, no. 5, pp. 437-446.
Ministry of Education, Youth and Sports. (2015) Rámec rozvoje vysokého školství do roku 2020. [Online] Available: http://www.vzdelavani2020.cz/images_obsah/dokumenty/ramec_vs.pdf [2 Jan 2017].
O'Connor, P., and O'Hagan, C. (2016) ‘Excellence in university academic staff evaluation: a problematic reality?‘, Studies in Higher Education, vol. 41, no. 11, pp. 1943-1957. http://dx.doi.org/10.1080/03075079.2014.1000292
Ognjanovic, I., Gasevic, D., and Dawson, S. (2016) ‘Using institutional data to predict student course selections in higher education‘, The Internet and Higher Education, vol. 29, pp. 49-62. http://dx.doi.org/10.1016/j.iheduc.2015.12.002
Palát, M. (2012) Statistické zpracování dat. [Online] Available: http://www.vuchs.cz/OPVpK/dokumenty/Palat-Statistika-2.pdf [3 Mar 2016].
Sanders, D., White, G., Burge, B., Sharp, C., Eames, A., McEune, R., and Grayson, H. (2005) A Study of the Transition from the Foundation Stage to Key Stage 1. Research Report: SSU/2005/FR/013. National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK.
Shahjahan, R. A., and Morgan, C. (2016) ‘Global competition, coloniality, and the geopolitics of knowledge in higher education‘, British Journal of Sociology of Education, vol. 37, no. 1, pp. 92-109. http://dx.doi.org/10.1080/01425692.2015.1095635
Shields, P. (2009) ‘School doesn't feel as much of a partnership: parents' perceptions of their children's transition from nursery school to Reception class‘, Early Years, vol. 29, no. 3, pp. 237-248.
Simpson, P. M., and Siguaw, J. A. (2000) ‘Student evaluations of teaching: An exploratory study of the faculty response‘, Journal of Marketing Education, vol. 22, no. 3, pp. 199-213. http://dx.doi.org/10.1177/0273475300223004
Thatcher, J., Alao, H., Brown, C. J., and Choudhary, S. (2016) ‘Enriching the values of micro and small business research projects: co-creation service provision as perceived by academic, business and student‘, Studies in Higher Education, vol. 41, no. 3, pp. 560-581. http://dx.doi.org/10.1080/03075079.2014.942273
Tsinidou, M., Gerogiannis, V., and Fitsilis, P. (2010) ‘Evaluation of the factors that determine quality in higher education: an empirical study‘, Quality assurance in Education, vol. 18, no. 3, pp. 227-244. http://dx.doi.org/10.1108/09684881011058669
Urbancová, H., Vnoučková, L., and Smolová, H. (2016) Talent management v organizacích v České republice. Praha: Edice Monografie VŠEM.
Urbancová, H., and Šnýdrová, M. (2017) ‘Remuneration and employee benefits in organisations in the Czech Republic‘, Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis, vol. 65 (40), no. 1, pp. 357-368. https://doi.org/10.11118/actaun201765010357
Vnoučková, L., Urbancová, H., and Smolová, H. (2017) ‘Students´ Behavior towards Education Quality Standards‘. Proceedings of the 14th International Conference on Efficiency and Responsibility in Education, Prague, Czech University of Life Sciences, 2017. pp. 520-527.
Weisberg, D., Sexton, S., Mulhern, J., Keeling, D., Schunck, J., Palcisco, A., and Morgan, K. (2009) ‘The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness‘, New Teacher Project. [Online] Available: https://tntp.org/assets/documents/TheWidgetEffect_execsummary_2nd_ed.pdf [4 Mar 2017].
Williams, M., and Howley, R. (1989) ‘Curriculum discontinuity: a study of a secondary school and its feeder primary schools‘, British Educational Research Journal, vol. 15, no. 1, pp. 61-76. http://dx.doi.org/10.1080/0141192890150106
Xu, J. C., Duan, Z. B., and Chen, Q. (2002) ‘On curriculum resources and it's exploration and utilization‘, Subject Education, vol. 15, no. 2, pp. 1-13.
How to Cite
Authors declare with this manuscript intended for publication to ERIES Journal that:
- all co-authors agree with the publication of the manuscript even after amendments arising from peer review;
- all co-authors agree with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;
- no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;
- the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);
- submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;
- experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);
- grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.
Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.