The assessment of quality in higher education from the perspective of students has three dimensions:students’assessment of teaching,students’satisfaction and students’learning engagement.These differ in conceptions...The assessment of quality in higher education from the perspective of students has three dimensions:students’assessment of teaching,students’satisfaction and students’learning engagement.These differ in conceptions of quality,evaluation methods,evaluation content,evaluation purposes,traits and priorities.The authors conducted three rounds of empirical investigations to study higher education quality assessment from students’perspective and concluded that students play multiple roles in higher education evaluation and assessment,all of which can be improved by strengthening students’objectivity and participation,evaluating the added value of a college education oriented to student development and taking the students’perspective as an important way to contribute to higher education quality enhancement,assurance and control,and make proper use of higher education evaluations and assessments.展开更多
While academics and university administrators often criticize rankings,league tables have become important tools for student decision-making,especially in the Chinese sector.Yet,research has not fully explored how stu...While academics and university administrators often criticize rankings,league tables have become important tools for student decision-making,especially in the Chinese sector.Yet,research has not fully explored how students in China have engaged with both global and local rankings,as most studies have focused on one setting or the other.Likewise,researchers have not tested students’knowledge of rankings,despite the intense focus on these actors by universities.Using a survey of over 900 students from Chinese universities,the author explored how knowledge of rankings varies in different student populations.Through multivariate analysis,it is found that students from elite institutions and those with educated parents were more attuned to university rankings in general.However,when testing students’knowledge of rankings,elite university students performed better in knowing their domestic ranking,but worse when guessing their global ranking,while associations to parental education disappeared.This study,the first of its kind in terms of testing student knowledge,illustrates that the impact from university rankings are mitigated by local and individual characteristics.展开更多
基金The 13th Five-Year Plan Project of Tianjin Educational Science,Constructing Higher Education Quality Assessment System from the Perspective of Students(No HEYP5018).
文摘The assessment of quality in higher education from the perspective of students has three dimensions:students’assessment of teaching,students’satisfaction and students’learning engagement.These differ in conceptions of quality,evaluation methods,evaluation content,evaluation purposes,traits and priorities.The authors conducted three rounds of empirical investigations to study higher education quality assessment from students’perspective and concluded that students play multiple roles in higher education evaluation and assessment,all of which can be improved by strengthening students’objectivity and participation,evaluating the added value of a college education oriented to student development and taking the students’perspective as an important way to contribute to higher education quality enhancement,assurance and control,and make proper use of higher education evaluations and assessments.
文摘While academics and university administrators often criticize rankings,league tables have become important tools for student decision-making,especially in the Chinese sector.Yet,research has not fully explored how students in China have engaged with both global and local rankings,as most studies have focused on one setting or the other.Likewise,researchers have not tested students’knowledge of rankings,despite the intense focus on these actors by universities.Using a survey of over 900 students from Chinese universities,the author explored how knowledge of rankings varies in different student populations.Through multivariate analysis,it is found that students from elite institutions and those with educated parents were more attuned to university rankings in general.However,when testing students’knowledge of rankings,elite university students performed better in knowing their domestic ranking,but worse when guessing their global ranking,while associations to parental education disappeared.This study,the first of its kind in terms of testing student knowledge,illustrates that the impact from university rankings are mitigated by local and individual characteristics.
