Search results

The purpose of this article is to analyze main principles, forms and approaches to education quality evaluation in the process of establishment, development and crucial changes in the state accreditation of educational institutions and study programmes in Russian higher education in the last 20 years.

The major research method used in the paper is the qualitative analysis of legal and statistical documents, research papers and accreditation practices, which impacted the development and transformation of accreditation forms in Russia.

The transformation process of state accreditation during the last 20 years was conditioned by the changes in the state education policy and socio-economic situation. In a short period, under the influence of internal and external factors, Russian higher education has experienced significant changes in the structure of higher education and quality assurance. This resulted in different approaches to accreditation: state and independent, mandatory and voluntary, national and international.

The research outcomes may be applicable in the countries with developing accreditation systems and comparable scope of education.

The study identifies the tendencies in the development of higher education and quality evaluation.

The paper systematizes the tendencies of development in quality assurance and distinguishes specific features and diversity of forms of the quality assurance in one of the largest systems of higher education.

This purpose of this study is to examine the extent to which accreditation of public affairs programs can be a tool to advance social equity, diversity, and inclusion. The paper is presented in the context of the widespread acceptance of the importance of addressing social inequalities in Latin America and the critical role that public policy and public administration can have on advancing these goals.

International and national accreditation standards are compared using content analysis for their reference to social equity and diversity in their standards regarding faculty, students, curriculum content and learning outcomes. The research applies content analysis of key documents and thematic coding.

International accrediting agencies that focused explicitly on programs in public affairs place a much greater emphasis on social equity and diversity than their national counterparts which accredit a full range of programs and institutions. National accrediting agencies assert the value of diversity, but their standards and reporting requirements suggest otherwise.

The research suggests that international accreditation standards have the potential to advance social equity goals more effectively than national standards and that there is great potential to enhance this component of national accreditation standards. Implications for policymakers, accreditation professionals and scholars are identified.

The research is original in its focus on the role of accreditation in promoting social equity and its comparison of national and international standards. Although limited to Latin America and public affairs programs, the research provides a basis for examining similar patterns with respect to other disciplines and professions, and in other regions of the world.

The “Change your life?” event was the culmination of a lifelong learning project throughout Hampshire libraries that had begun at the Gosport branch. Describes the context in which the idea for the promotional event was conceived. Discusses the methodology and planning undertaken and particularly assesses the role of partnership working. Evaluates the impact of “Change your life?” and identifies the areas with room for improvement and lessons to be learned for future projects.

The purpose of this paper is to present the institutional repository (IR) named DRUGG (Digital Repository of the University of Ljubljana, Faculty of Civil and Geodetic Engineering) of the University of Ljubljana, Faculty of Civil and Geodetic Engineering (UL FGG), just from its beginnings in 2011, and using the statistics of visits to present its merits for higher visibility of scholarly publications on the web. The role of all stakeholders involved in the construction of this IR is highlighted.

The historical overview of the awareness of researchers on the UL FGG on worldwide scientific communication through web sites is showed from beginning in the 1990s. Using Google Analytics the statistics of visits and downloads after a year of operations is showed, as well as the statistics of access from different networks from all over the world.

In the DRUGG repository mainly theses are archived which are usually not published elsewhere. They are very interesting for professional engineers working in practice. The statistics showed that 89 per cent of all visits come from public domains, while only 11 per cent are from the home domain of the University of Ljubljana (UL).

This paper is a case study and limited only to IR DRUGG. It describes the steps taken in implementing the IR considering the technological infrastructure, human resources and collaboration of the library staff with other professional and administrative faculty units.

The repository is to a large extent used by the professional public and that the use is not limited only to the home institution – UL.

This paper helps in planning to build an IR. It also presents an overview of worldwide research and analysis about the influence of IRs on citations of scholarly publications to convince the sceptical research policy makers.

The purpose of this paper is to provide a critical analysis of the history and development of public relations education in the USA and Canada.

The research methodology used for this paper is the historical/critical analysis approach.

This paper finds more differences than similarities between public relations educational development in the two countries. The first PR course at a US university was taught at the University of Illinois in 1920 and the first US degree program was offered by Boston University in 1947. The first Canadian university PR course was taught at McGill University n 1948 and the first university degree was offered by Mount Saint Vincent University in 1977. Although PR courses and degrees are offered at a small number of élite US universities, the greatest recent PR curriculum development has been at smaller, second‐ or third‐tier institutions. While a few Canadian universities offer courses and degree programs in the field, most of Canada's recent PR program growth has been at colleges rather than at universities.

Rightly or wrongly, academic institutions often look to North America for direction when it comes to establishing and developing public relations education programs. A number of factual inaccuracies about public relations education history have frequently surfaced in books and journal articles. This paper corrects a number of those inaccuracies and in doing so improves public relations scholarship.

A thorough review of the literature suggests that this paper represents the only journal‐length piece about the history and development of public relations education in Canada and the USA.

The purpose of this paper is to review and identify changes in systems of external examinations in Denmark, the UK and Norway.

Comparative analysis of studies, reviews and documents concerning the purpose and functioning of systems of external examination in three selected countries.

The paper concludes that systems of external examinations are being transformed from a focus on student performance to a focus on programme quality and coherence in all three countries studied.

The paper shows that older and newer forms of quality assurance are becoming more integrated with the potential of creating quality assurance procedures addressing teaching and learning issues more directly.

Much attention has been given to newer forms of external quality assurance schemes. More traditional forms of quality assurance have, as a consequence, received less attention although they may still provide benefits to higher education.

Purpose – This chapter serves to address the need for teaching/instruction courses in Master of Library and Information Science (MLIS) programs.

Design/Methodology/Approach – This chapter includes testimony from current Library and Information Science (LIS) professionals, an analysis of the myriad types of job postings for information professionals, and a review of specializations and course offerings at the 59 American Library Association-accredited programs in the United States.

Findings – This chapter shows a gross lack of opportunity for library school students to learn and practice teaching, course or program design, and assessment of user behavior or response, even though those working and hiring in the field of information are expected to plan lessons or programs, teach or train others, and assess or evaluate those programs and fellow practitioners.

Over 100 years ago, the bureaucratic compact and five professions were established: city/county management, city planning, civil engineering, landscape architecture, and architecture. In exchange for merit employment and independence from politics, these professions offered expertise and related values. To understand those values and changes in the compact from the 1900s to today, codes of ethics from the five professions were examined. Anticipated changes were a movement from traditional public values to business values including New Public Management. However, findings show traditional values persisting over time (e.g. public interest), but not many New Public Management values (e.g. innovation). Modern values do appear and expand professionalsʼ responsibilities into environmental protection, sustainability, and human rights, which influence what these professions offer as they seek to uphold their end of the bureaucratic compact.

In this study, we are addressing changes in managerial logics after the introduction of New Public Management (NPM)-reforms in two public sectors in Norway, namely the hospital and the university sectors. These sectors were previously dominated by professional and political logic in management, and the focus is on professionals in managerial positions. We are asking: How do professionals in managerial positions across universities and hospitals mediate between previous and newly introduced logics in management after NPM-reforms? We have chosen to compare changes in management across the hospital and the university sectors. Both sectors are largely publicly owned and dominated by professions, but their mission differs. The empirical material comprises interviews with formal leaders from dissimilar professional backgrounds, at different levels in the organisations in two cases. The findings show that management influenced by the market logic has been introduced, but in a hybrid version. The professional logic has however not been left behind, but expanded and supplied by a neo-bureaucratic logic. Leadership is functioning as a ‘catalyst’ to handle the different logics. The originality of this paper is a comparison of management in health care and higher education related to a model of hybrid management.