RT info:eu-repo/semantics/doctoralThesis
T1 Understanding quality perceptions in higher education:a sistematic review of quality variables ano factors for learner centric curricula design
A1 Varouchas, Emmanouil
K1 Sector de la educación
K1 Informática
K1 Computer science
AB The provision of high quality undergraduate and postgraduate programs worldwiderequires a holistic, deep understanding of variables and factors that contribute to thevalue perceptions of students, faculty and administrators. In the literature related toquality assessment there is a critical gap in research works related to the convergenceof students and administrators’ perceptions.This study involves in-depth literature review analysis of variables related to quality inhigher education which includes the presentation of a 3-tier initial research model forthe methodological framework of quality integration in higher education.This research also intends to provide a holistic discussion on Key PerformanceIndicators (KPIs) related to quality in higher education using two research tools. Thefirst one is related to a structured agenda for a qualitative interview targeted at highereducation administrators. The second is related to a quantitative research model thatanalyzes the relations of various quality factors.Finally, a last round of qualitative interviews with higher education administrators andprofessors is used as a promising vehicle for advancing towards the formulation of KPIsbased on their understanding of the different independent dimensions of the qualityconstruct.The KPIs outcome provide valuable insights into improving teaching, learningassessment and eventually lead to sustainable curricula. Research findings outline thesignificance of time invested for designing and updating a course, indicate thattechnology enhanced learning solutions are perceived as key quality drivers, and pointout the need to align courses with industry requirements and real-world problems.Additionally, findings indicate that the quality and impact of teaching and learning ispromoted by the multi/inter disciplinary character of a course, the engagement ofstudents in interactive discussions and student research as part of summativeassessment.The main contribution of this research is an analytic discussion of perceptions of highereducation administrators and professors about quality, leading to significant enrichmentof the relevant literature. A set of innovative generic KPIs that can be used inmultidimensional quality assessment in higher education is eventually proposed.
YR 2019
FD 2019
LK http://hdl.handle.net/10017/42752
UL http://hdl.handle.net/10017/42752
LA eng
DS MINDS@UW
RD 19-abr-2024