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This article examines the perceptions of both administrators and faculty relating to the validity of student evaluations and the existence of possible biasing factors. The results indicate that administrators believe student evaluations measure teaching effectiveness to a greater degree than faculty, while faculty members believe their personality is the primary determinant of ratings on student evaluations. Faculty also believe that the type of course, the work load of a course, and the grade distribution of a course have a larger impact on student evaluations when compared with administrators’ beliefs.

During the service period of communication satellite systems, their performance is often degraded due to the depletion mechanism. In this paper, the grey system theory is applied to the multi-state system effectiveness evaluation and the grey Lz-transformation ADC (availability, dependability and capability) effectiveness evaluation model is constructed to address the characteristics of the communication satellite system such as different constituent subsystems, numerous states and the inaccuracy and insufficiency of data.

The model is based on the ADC effectiveness evaluation method, combined with the Lz transformation and uses the definite weighted function of the three-parameter interval grey number as a bridge to incorporate the possibility of system performance being greater than the task demand into the effectiveness solution algorithm. At the same time, using MATLAB (Matrix laboratory) to solve each state probability, the same performance level in the Lz transform is combined. Then, the system effectiveness is obtained by Python.

The results show that the G-Lz-ADC model constructed in this paper can accurately evaluate the effectiveness of static/dynamic systems and certain/uncertain system and also has better applicability in evaluating the effectiveness of the multi-state complex system.

The G-Lz-ADC effectiveness evaluation model constructed in this paper can effectively reduce the complexity of traditional effectiveness evaluation models by combining the same performance levels in the Lz-transform and solving the effectiveness of the system with the help of computer programming, providing a new method for the effectiveness evaluation of the complex MSS. At the same time, the weaknesses of the system can be identified, providing a theoretical basis for improving the system’s effectiveness.

The possibility solution method based on the definite weighted function comparing the two three-parameter interval grey numbers is constructed, which compensates for the traditional calculation of the probability based on numerical values and subjective preferences of decision-makers. Meanwhile, the effectiveness evaluation model integrates the basic theories of three-parameter interval grey number and its definite weighted function, Grey−Markov, grey universal generating function (GUGF), grey multi-state system (GMSS), etc., which is an innovative method to solve the effectiveness of a multi-state instantaneous communication satellite system.

To report study findings on teaching effectiveness and feedback mechanisms in Kenyan universities, which can guide management in developing a comprehensive quality control policy.

The study adopted an exploratory descriptive design. Three public and two private universities were randomly selected to participate in the study. A random sampling procedure was also used to select 79 respondents to participate in the research. A questionnaire administered in all participating universities was the main instrument for data collection.

There was no clear university policy on the evaluation of teaching effectiveness, despite its importance in quality control. Student evaluation of teaching effectiveness (SETE) was found to be unreliable, although widely used where evaluation existed, without other evaluation support systems. Feedback from the evaluation, though crucial in professional improvement, was not made available to the respondents.

The study examined the evaluation of teaching effectiveness from the lecturers' perspectives. Further research may provide insights into the contribution of SETE to teaching effectiveness from the students' standpoint.

Use of a variety of evaluation tools (e.g. self, peer) rather than relying solely on SETE is necessary. Comprehensive and usable information may be provided for effective teaching. Universities should provide clear policy guidelines on quality control for faculties to develop multiple teaching effectiveness evaluation instruments.

Teaching evaluation is important in order to bring about an improvement in areas such as student achievement, and use of public funds or educational materials. The findings provide critical information for management decision making to assist universities to translate the resources at their disposal into learning outcomes.

This study aims to examine the extent to which “What Works” reviews in youth justice enable understanding of the features of effectiveness (what works, for whom, in what circumstances and why?) specified in the Effects–Mechanisms–Moderators–Implementation–Economic cost (EMMIE) framework.

The EMMIE framework examined findings within a sample of “What Works” style reviews of preventative youth justice intervention effectiveness.

“What Works” style reviews of evaluations of preventative youth justice interventions often omit the requisite details required to examine all of the necessary elements of effectiveness contained within the EMMIE framework. While effectiveness measures were typically provided, the dominant evaluation evidence-base struggles to consider moderators of effect, mechanisms of change, implementation differences and cost-effectiveness. Therefore, “What Works” samples cannot facilitate sufficient understanding of “what works for whom, in what circumstances and why?”. The authors argue that Realist Synthesis can fill this gap and shed light on the contexts that shape the mechanisms through which youth justice interventions work.

The authors extended the approach adopted by an earlier review of effectiveness reviews (Tompson et al., 2020), considering more recent reviews of the effectiveness of preventative interventions using the EMMIE framework. Unlike previous reviews, the authors prioritised the utility of the EMMIE framework for assessing the factors affecting the effectiveness of preventative interventions in youth justice.

(i) The development of management education The period since World War II has witnessed the rapid development of management education in the United Kingdom. This growth has been particularly pronounced in the past ten to fifteen years. During this time the educational activities of many professional bodies have increased: colleges, polytechnics, and universities have introduced certificate, diploma, undergraduate, postgraduate and post‐experience courses, the Industrial Training Act has given an impetus to management education and the business schools have been founded. Management education has become a major activity and a major business.

The purpose of the research is to develop methodological approach to evaluation of effectiveness of development of “conflict-free” socio-economic system.

The fundamental platform of the research is the classic approach to evaluation of effectiveness of managerial practice in socio-economic system.

A methodological approach to evaluation of effectiveness of development of “conflict-free” socio-economic system is developed; it envisages calculating the ratio of aggregate results (including advantages) from “conflict-free” development of systems to aggregate expenditures for management of conflicts. Successful approbation of this approach by the example of modern “conflict-free” socio-economic systems – Turkey and Japan – showed its readiness for practical application. The obtained results show that in Turkey in 2018 the effectiveness of development of “conflict-free” socio-economic system is acceptable (normal), as the value of the calculated Erbs index is in the interval (1,5;2), that is the results of managing the conflicts exceed the expenditures. In Japan in 2018, effectiveness of development of “conflict-free” socio-economic system is very high, as the value of the calculated Erbs index is in the interval (2;3) – that is, expenditures for management of conflicts are minimum, and results are very high.

Advantages of the developed methodological approach to evaluation of effectiveness of development of “conflict-free” socio-economic system, which emphasize perspectives of its practical application, are the detailed structure, variability, and universal character.

The purpose of this study is to carry out a systematic literature review for evidence-based assessment of the effectiveness of thesaurus in digital information retrieval systems. It also aimed to identify the evaluation methods, evaluation measures and data collection tools which may be used in evaluating digital information retrieval systems.

A systematic literature review (SLR) of 344 publications from LISA and 238 from Scopus has been carried out to identify the evaluation studies for analysis, and 15 evaluation studies have been analyzed.

This study presents evidences for the effectiveness of thesaurus in digital information retrieval systems. Various methods for evaluating digital information systems have been identified. Also, a wide range of evaluation measures and data collection tools have been identified.

The study was limited to the literature published in English language and indexed in LISA and Scopus. The evaluation methods, evaluation measures and data collection tools identified in this study may be used to design more cognizant evaluation studies for digital information retrieval systems.

The findings have significant implications for the administrators of any type of digital information retrieval systems in making more informed decisions toward implementation of thesaurus in resource description and access to digital collections.

This study extends our knowledge on the potentials of thesauri in digital information retrieval systems. It also provides cues for designing more cognizant evaluation studies for digital information systems.

Quality-Oriented Education (su zhi jiao yu) is a national education reform initiative that presents ongoing opportunities and challenges to schools, local bureaus of education, and the overall educational system in China today. This chapter seeks to gain insight into if and how Quality-Oriented Education, 10 years into its enactment, has taken root in practice. We posit that a reform agenda is best manifested through well-aligned and operable standards for school effectiveness. We introduce the policy-driven definition for school effectiveness and an evaluation framework depicting the intended focus of Quality-Oriented Education. Using an iterative and inductive process for content analysis, we compare the policy-driven framework with the coding results of a 2009 national inventory of actual school evaluation schemes in 91 Chinese school districts. Our review points out that the new mission of Quality-Oriented Education advocates educational equity, curriculum reform, and systemic support for school-based management. However, at the operational level, there are great variations in terms of content domain, focus, and function among school evaluation schemes with notable regional differences. Furthermore, schools are still caught between the existing system that measures school performance by achievement and the intended accountability scheme that calls for enhanced student ability. This chapter adds to the empirical foundation for the development of a new framework that not only captures the spirit of the national educational reform but also is informed of the developmental needs of schools in drastically different geo-economical and social conditions.