The Experts below are selected from a list of 70989 Experts worldwide ranked by ideXlab platform
Mike Laugharne - One of the best experts on this subject based on the ideXlab platform.
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benchmarking Academic Standards
Quality Assurance in Education, 2002Co-Authors: Mike LaugharneAbstract:This article sets the QAA’s approach to benchmarking Academic Standards within the wider quality assurance context and considers the ways in which subject benchmarking can be interpreted and used for development and enhancement. The key challenge is for strategic collaboration between all the national agencies and HE institutions that have a legitimate stake in the latter in order to maximise the opportunity for achieving it.
Harvey Woolf - One of the best experts on this subject based on the ideXlab platform.
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Academic Standards and regulatory frameworks necessary compromises
Assessment & Evaluation in Higher Education, 2016Co-Authors: Marie Stowell, Marie Falahee, Harvey WoolfAbstract:Assessment regulations in higher education, which are important for assuring threshold Academic Standards, reflect institutional cultures and histories, and are shaped by pragmatic concerns about quality indicators such as retention and progression rates, as well as principles of equity. This paper articulates some of the tensions that confront higher education institutions in the development and revision of regulatory frameworks, and describes a survey of assessment regulations from a sample of UK higher education institutions for the first year of undergraduate study. The survey identifies key variations in regulatory policy and practice that challenge assumptions about comparability of Academic Standards between higher education institutions. These findings imply that student success and progression may not be a simple reflection of Academic attainment, and raise questions about notions of equity. It is intended that this research will contribute to informed discussion in the sector about Academic stan...
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benchmarking Academic Standards in history an empirical exercise
Quality in Higher Education, 1999Co-Authors: Harvey Woolf, Angela Cooper, Bernard Bourdillon, Paul Bridges, Debbie Collymore, Chris Haines, David Turner, Mantz YorkeAbstract:Abstract The article reports on a small‐scale project that investigated the potential of using a benchmarking club on assessment practices in History as a means of establishing and comparing Academic Standards. The context of the project is described and the benchmarking club's key findings are presented. Issues addressed are the subject goals, levels of study, assessment methods, assessment criteria, marking practices, feedback mechanisms, and the monitoring and dissemination strategies used in the participants' universities. A number of preliminary conclusions aimed at national policy, institutions, subjects and individual modules suggest that benchmarking as a process for comparing Academic Standards across departments to identify best practice could be a valuable tool of quality assurance. However, there must be doubt about the worth of creating Academic benchmarks as baselines against which to measure the Academic Standards of subjects.
Keith Sharp - One of the best experts on this subject based on the ideXlab platform.
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the distinction between Academic Standards and quality implications for transnational higher education
Quality in Higher Education, 2017Co-Authors: Keith SharpAbstract:AbstractAlthough the conceptual distinction between Academic Standards and the quality of learning opportunities is fundamental to an understanding of the role of quality assurance in higher education, the distinction, and its implications, have not always been well understood in the case of transnational higher education. This paper explores both the source of Academic Standards and the criteria by which the quality of learning opportunities can be judged. It is argued that the distinction is of particular importance in the context of transnational education, because whilst judgements about quality may legitimately be susceptible to a degree of cultural influence, the same is not true of judgements about Academic Standards. It is suggested that a lack of attention to the logical distinction between Standards and quality has hampered efforts by regulatory regimes around the world to develop coherent policies with respect to hosting transnational higher education provision.
Mantz Yorke - One of the best experts on this subject based on the ideXlab platform.
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benchmarking Academic Standards in history an empirical exercise
Quality in Higher Education, 1999Co-Authors: Harvey Woolf, Angela Cooper, Bernard Bourdillon, Paul Bridges, Debbie Collymore, Chris Haines, David Turner, Mantz YorkeAbstract:Abstract The article reports on a small‐scale project that investigated the potential of using a benchmarking club on assessment practices in History as a means of establishing and comparing Academic Standards. The context of the project is described and the benchmarking club's key findings are presented. Issues addressed are the subject goals, levels of study, assessment methods, assessment criteria, marking practices, feedback mechanisms, and the monitoring and dissemination strategies used in the participants' universities. A number of preliminary conclusions aimed at national policy, institutions, subjects and individual modules suggest that benchmarking as a process for comparing Academic Standards across departments to identify best practice could be a valuable tool of quality assurance. However, there must be doubt about the worth of creating Academic benchmarks as baselines against which to measure the Academic Standards of subjects.
James Earl Davis - One of the best experts on this subject based on the ideXlab platform.
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early schooling and Academic achievement of african american males
Urban Education, 2003Co-Authors: James Earl DavisAbstract:African American males challenge schools in many ways.Perhaps the single most important challenge that has garnered recent attention in research reports, policy documents, and public commentary has been the increasing disparity in the educational achievement of African American males relative to their peers.Although other issues, such as the need to develop programs that promote school readiness, improving teacher education, and providing resources to meet increasing Academic Standards, are important, the implications for achievement differentials are even more far-reaching.The negative consequences of the achievement gap are more acute for African American males who are victimized by chronic, systemic levels of poor performance and behavior problems in school.In short, the potential loss of resources—intellectual, cultural, and economic—resulting from lower achievement reduces the capacity of African American males to be productive, integral, and contributing members of their communities.
