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1 – 10 of over 164000Management is a blended discipline with characteristics of both science and art. The component science is to be learnt and art to be practiced. This art component of management…
Abstract
Purpose
Management is a blended discipline with characteristics of both science and art. The component science is to be learnt and art to be practiced. This art component of management education is the really challenging part, and this is where the management educational institutions build their uniqueness. The present management education needs a paradigm shift in order to fulfill the growing futuristic demands of the industry. The quality gaps identified through review of literature are preach–practice, industry–institution linkages, quality faculty, updated curriculum, soft skills development, research, online platforms and updated pedagogies. The researcher has taken an attempt to do a dyadic study in India.
Design/methodology/approach
The researcher has taken an attempt to do a dyadic study in India to analyze the perception of the management faculty and management students toward filling the quality gaps for a futuristic management education. The study has included 125 management faculties and 1200 management students through simple random sampling, and the data are collected through survey method.
Findings
The independent “t” test has been applied. The management faculties exhibit high degree of acceptance for filling the quality gaps such as research gaps, online platforms and industry and institution linkages since the mean scores are 4.22, 4.20 and 4.14 respectively. The management students exhibit high degree of acceptance for filling the quality gaps such as online platforms, updated pedagogies and soft skills development since the respective mean scores are 3.87, 3.85 and 3.82.
Research limitations/implications
The research area chosen for the study is reflecting the scenario of management education in developing countries such as India. The scenario may differ to developed countries.
Practical implications
When the quality of the management education is enriched, it will create global management professionals who will contribute qualitatively to the industries and uplift the overall global economic developments.
Social implications
The present study is enriching the existing literature review, by comparing the perception of both the counterparts, the management faculty and students, about the teaching and learning process. Thus, it can be concluded that the outcome of this study is relevant for the management educational institutions, and the need of the hour for the management education is definitely to fill the quality gaps, and all the management educational institutions have to be prepared enough to overcome the gaps with the support of their well-planned strategies. The futuristic demands are ever growing, even then the gap between the present and future expectations of the industry need to be well considered and bridged. As a result of the paradigm shift, the quality of the management education will be enriched, and it will create global management professionals. As a result of this quality-conscious education, a reputed brand image and set of loyal customers may also be developed (Akareem and Hossain, 2016). The learners of quality management education will contribute qualitatively to the industries and uplift the overall global economic developments. Further research is needed to measure the post impact of filling the quality gaps in the arena of management education.
Originality/value
The quality gaps identified through review of literature are preach–practice, industry–institution linkages, quality faculty, updated curriculum, soft skills development, research, online platforms and updated pedagogies.
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Wai Ming Tam and Yin Cheong Cheng
Believes that an urgent need for in‐depth understanding of the relationship of staff development to education quality exists in current educational reforms, policy making, and…
Abstract
Believes that an urgent need for in‐depth understanding of the relationship of staff development to education quality exists in current educational reforms, policy making, and teacher education. Based on the existing knowledge of education quality, quality management and effective schools, aims to propose a framework to show how staff development can be designed and managed to contribute to the assurance and enhancement of school education quality from the perspective of seven multimodels of school education quality. Different models emphasize different aspects of school education quality and propose different strategies to enhance it. For ensuring long‐term school education quality in a changing educational environment, staff development can be organized and managed according to the major concerns of multimodels. Proposes some practical considerations for designing and implementing school‐based staff development.
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To provide a view of quality in accounting education from the perspective of a critical stakeholder group – academic accountants. The identification of this view adds to the…
Abstract
Purpose
To provide a view of quality in accounting education from the perspective of a critical stakeholder group – academic accountants. The identification of this view adds to the growing discussions around quality, and how it is assured in higher education.
Design/methodology/approach
Applying a framework for defining quality in higher education to an accounting context, a postal survey questionnaire was sent to academic accountants at 39 Australian universities to gather data about their views of quality in accounting education.
Findings
Academic accountants view quality, as currently defined and promoted in their immediate working environment, differently to their views about how quality should be defined and promoted. As a consequence, quality assurance and improvement systems may be currently designed to assure quality that is promoted in accounting education, rather than quality that ought to be promoted.
Research limitations/implications
Using a postal survey to gather data on the complex issue of “quality” might not always provide the richness of data that may be collected during face‐to‐face survey interviews.
Practical implications
The findings of this study provide valuable input into the discussion around the design of quality assurance and improvement systems in higher education generally, and for accounting education specifically.
Originality/value
In the absence of any previous empirical research that has sought to identify these perceptions, the findings fill the gap in the literature by clearly identifying the views of quality in accounting education from a key stakeholder group – academic accountants.
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Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management…
Abstract
Purpose
Traditionally, apprenticeships have been the domain of further education and skills training providers, predominately at pre-higher education levels where management, organisation, inspection and funding have little in common with those familiar to higher education. Higher level and degree apprenticeships have brought together different cultures and methods of designing, delivering and assessing knowledge, skills and behaviours, funding learners and learning providers, data reporting, quality management and its review or inspection. The purpose of this paper is to establish the primary concerns about managing quality in degree apprenticeships, the challenges the variances bring, how the challenges are being resolved and future work that may be required.
Design/methodology/approach
A review of a range of guidance and organisations involved in managing the quality of higher education in apprenticeships was undertaken. The primary focus is on the advice and guidance provided through the Quality Code and associated documentation, which are key to managing and assuring standards and quality in UK higher education. In addition, requirements and guidance provided through other bodies is considered along with the cross-sector groups charged with developing quality assurance processes for apprenticeships at all levels.
Findings
The paper shows a range of detailed guidance available to those entering the higher and degree apprenticeships arena and how the organisations involved in quality assurance of apprenticeships are working together to remove or mitigate concerns to ensure that quality is embedded and successfully managed.
Originality/value
Designing and delivering higher level and degree apprenticeships is a relatively new addition to UK higher education providers. There are long established practices to assure the quality and standards of UK higher education wherever and, however, it is delivered, in the UK, overseas and through online models. Apprenticeships across the UK have changed significantly over recent years, and new models, organisations and methods of working and funding have been introduced. This paper brings together key activity by the Quality Assurance Agency and other stakeholders to show how standards and quality can be managed and assured.
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Naidi Faisal, Nurhafni, Putri Murdiana and Zulhilmi
Purpose – This research analyzes and describes the implementation of the North Aceh Regency education budget policy for improving the quality of education in relationship to the…
Abstract
Purpose – This research analyzes and describes the implementation of the North Aceh Regency education budget policy for improving the quality of education in relationship to the impact of the special autonomy budget.
Design/Methodology/Approach – This research uses qualitative research, descriptive-qualitative analysis methods, and qualitative explorative methods.
Findings – The results show that the implementation of the special autonomy education budget policy of North Aceh Regency to improve the education quality has not run optimally. The main obstacle is the inadequate human resource issue, including the leadership problems of regional heads who should prioritize the development. Based on field data of the actors involved in the formulation of the education quality improvement program in Aceh Utara District, especially the legislative branch (namely BAPPEDA), the education office and members of the Aceh legislative team, the post-conflict Aceh representation of the legislature at the provincial level, the DPRA and DPRK at the district level / in the field of political will produced. The resulting program does not focus on the pattern of improving the quality of education, the policy is more rhetorical, and the program implementation is often adapted to the wishes of political actors.
Research Limitations/Implications – Given the fundamental differences in the root causes of primary and secondary education in Aceh, further research is needed to determine whether similar results will be obtained in other parts of Aceh.
Originality/Value – Identifies factors that lead to the low quality of educators and the unequal distribution of teachers in the Aceh Regency.
Paper Type – Research paper
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Quality has always been a central concern in education. Theexistent debate of educational quality has, however, shifted. Thecurrent discourse about educational quality is replete…
Abstract
Quality has always been a central concern in education. The existent debate of educational quality has, however, shifted. The current discourse about educational quality is replete with slogans like “standards”, “quality control”, “total quality management”, “consumer rights” and “appraisal”. Furthermore, the present debate about educational quality leaves many of the assumptions that underpin the utilization of the concept, quality, unexamined. In addition, recent discussions about educational quality presume, implicitly or explicitly, certain understandings of the practice of education. More importantly, the current discourse of educational quality is largely technicist. Argues that the current debate concerning educational quality is underpinned by technicist assumptions with respect to the practice of education. Moreover, further argues that the prevalent discourse of educational quality suppresses the argument regarding educational equality.
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As a new framework for quality assurance in teacher education emerges,internal and external constituencies with an interest in teachereducation quality are making burdensome…
Abstract
As a new framework for quality assurance in teacher education emerges, internal and external constituencies with an interest in teacher education quality are making burdensome demands on the sector. The constituencies include OFSTED, Government agencies concerned with accreditation and funding, the HE institutions, the teaching profession and student teachers. The result is a series of potentially conflicting pressures and a heavy cycle of inspection and report writing. There is a danger that tutors involved in the process will become sceptical about it, falling back on compliant responses in order to satisfy demands at a surface level. Examines quality assurance in teacher education, reports the way in which one group of teacher education tutors conceptualizes the idea of quality in practice and identifies those characteristics of a quality assurance system which should retain the confidence of staff.
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Mochamad Iskarim, Aenurofik and Junaeti
This study aims to assess the readiness of Islamic Higher Education Institutions (IHEIs) to enter the third wave of education or future quality assurance.
Abstract
Purpose
This study aims to assess the readiness of Islamic Higher Education Institutions (IHEIs) to enter the third wave of education or future quality assurance.
Design/methodology/approach
This study used a descriptive quantitative method with observation, documentation, a questionnaire and an interactive model. The sample population included lecturers and quality assurance managers in IHEIs, totaling 129 respondents.
Findings
The results showed that IHEIs were prepared to implement future quality assurance to meet individual and societal needs. Furthermore, readiness was also shown in the following matters: Relevance of higher education institution vision, implementation of tripilization learning in higher education institutions, understanding of other cultures (cross-cultural sharing), application of multiple development models and noble values of local wisdom and national culture in tri-dharma.
Research limitations/implications
This study focused on the third wave of education quality assurance in IHEIs in Indonesia. However, the analysis was not conducted in all Indonesian universities as it specifically examined the readiness for implementing future quality assurance.
Practical implications
Policymakers should follow up on the readiness for implementing future quality assurance as a form of continuous improvement in managing the quality of IHEIs.
Originality/value
Most publications of quality assurance focused on compliance-oriented issues. However, this study aimed to fill the literature gaps and discuss the future quality assurance of IHEIs in Indonesia. In this context, future quality assurance was also known to guide IHEIs in rendering education relevant to the future needs of generations (graduates).
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Isiaka Akande Raifu, Damian Chidozie Uzoma-Nwosu and Alarudeen Aminu
This study explored how institutional quality influences the relationship between military spending and education in Africa.
Abstract
Purpose
This study explored how institutional quality influences the relationship between military spending and education in Africa.
Design/methodology/approach
This study used data from 43 African countries spanning the years 2000–2021. Two estimation methods were employed to address various issues: Fixed Effects with Driscoll-Kraay standard errors and the Two-Step System Generalised Method of Moments. The Fixed Effects with Driscoll-Kraay standard error method was used to obtain reliable standard errors and inferences from the estimated coefficients of the fixed effects model. Meanwhile, the problem of endogeneity between military spending and education was addressed using the Two-Step System Generalized Method of Moments (GMM).
Findings
The results indicated that military spending negatively impacts both the quality and quantity of education. However, both institutional quality and the interaction term (institutional quality*military spending) have positive effects on both measures of education, suggesting that better institutional quality mitigates the negative effect of military spending on education outcomes.
Practical implications
This study shows that institutional quality dampens the negative effect of military spending on education, especially the quality of education. Hence, African countries should prioritize strengthening their institutions to ensure optimal allocation and utilization of government funds for the benefit of their citizens.
Originality/value
This is the first study to examine the moderating role of institutional quality in the relationship between military spending and education, focusing on both the quantity and quality of education.
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Arti Chandani, Smita Wagholikar, Mohit Pathak, Prashant Ubarhande and Ankita Bhatia
The pandemic brought by COVID-19 in March 2020 shook the entire world, compelling everyone to remain indoors. Most B-Schools were unprepared for such a situation and did not have…
Abstract
Purpose
The pandemic brought by COVID-19 in March 2020 shook the entire world, compelling everyone to remain indoors. Most B-Schools were unprepared for such a situation and did not have the resources to carry out the teaching and learning activities. B-schools then adopted online and hybrid modes of learning to impart education to their students. The purpose of this study is to identify factors affecting the quality of education along with lessons learnt and lessons to be left behind, using qualitative method.
Design/methodology/approach
The factors affecting the quality of education were drawn from the literature, and 18 faculty members were interviewed. The study uses a descriptive method, where interviews were conducted, and each interview was recorded, with an explicit permission of respective faculty member and coded and categorized to identify themes.
Findings
The significant contribution of this study is that it highlights? Through the learnings and experiences of the pandemic? What will work in the future for business schools. The use of online teaching-learning sessions and softwares, namely, Turnitin and Grammarly will not fade away. Faculty will use various engagement tools such as quizzes and simulations to improve the learning and quality of education in the post-pandemic era. Various interactive and online tools emerged during the pandemic which allowed faculty to use diagrams and infographics in their teaching, and this helped the faculty to cater to students with different learning styles.
Originality/value
This study will provide B-Schools, faculties and leaders an input for improving the quality of online education. The present study provides an empirical contribution to the factors affecting online education and its quality, by highlighting the perspective of faculty members with the help of qualitative study. These factors make a clear and strong indication that education in the future will be partly online, wherein a lot of e-learning resources will be used by faculty to impart quality education.
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