| 1. |
- Bergseth, Brita, et al.
(författare)
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Ranking quality in higher education : guiding or misleading?
- 2014
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 20:3, s. 330-347
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Tidskriftsartikel (refereegranskat)abstract
- The study examines two different models of measuring, assessing and ranking quality in higher education. Do different systems of quality assessment lead to equivalent conclusions about the quality of education? This comparative study is based on the rankings of 24 Swedish higher education institutions. Two ranking actors have independently assessed the quality of these institutions during the same year. The analysis focuses on the concepts of quality on which the rankings are based, the choice of quality indicators, as well as methods, data sources and assessors. Although both actors base their rankings on the same overarching definition of quality, their conclusions do not correspond. The statistical method applied in this review, Bland-Altman analysis, indicates no significant agreement between the qualitative and quantitative measurements of quality in higher education. On the contrary, in several cases there are remarkable differences.
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| 2. |
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| 3. |
- Hallonsten, Olof, et al.
(författare)
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Commissioning the University of Excellence : Swedish research policy and new public research funding programmes
- 2012
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 18:3, s. 367-381
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Tidskriftsartikel (refereegranskat)abstract
- In many countries, current research policy is dominated by managerialism and excellence, manifesting the aim of making universities into national strategic assets in the globally competitive knowledge economy. This article discusses these policy trends and their mirror in recent developments in public funding for academic research, with special attention to Sweden. A review of the language in three consecutive Swedish governmental research bills from the past 10 years shows a clear policy shift towards the promotion of excellence and strategic priority on the level of higher education institutions. Reforms to the funding system, especially the launch of specific strategic excellence funding programmes, are introduced to put the policy in practice. While the policy shift itself might be discursive, the changes to the funding system clearly show a determination on behalf of the Swedish government to increase strategic profiling and the pursuit of excellence in research on behalf of universities. © 2012 Copyright Taylor and Francis Group, LLC.
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| 4. |
- Hallonsten, Olof
(författare)
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Where did all the money go? Funding, personnel and expenditure in Swedish universities and colleges 2001–21
- 2024
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 30:1, s. 55-74
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Tidskriftsartikel (refereegranskat)abstract
- Swedish universities and colleges have received a substantial funding increase since the turn of the millennium, as part of continued policies of expanding the admission of students to higher education to broader layers of the population and strengthen Swedish public research and development to increase the competitiveness of the Swedish knowledge-based economy. In this article, publicly available statistics are used to trace how this increase in funding has been used by the sector. Comparing figures on income (base grant for research, third-party funding and base grant for education) with statistics on personnel and student enrolment as well as data on actual expenditure, the article draws some conclusions that are used to discuss some common misunderstandings and erroneous beliefs, including claims of a ‘depletion’ of the base grant for research and an uninhibited growth of the number of administrative staff, which are common themes in the Swedish and international debate over higher education.
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| 5. |
- Hill, Sophie, et al.
(författare)
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Development of national curriculum guidelines using a modified RAND/UCLA Appropriateness Method
- 2020
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Ingår i: Quality in Higher Education. - : Taylor & Francis. - 1353-8322 .- 1470-1081. ; 26:3, s. 323-336
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Tidskriftsartikel (refereegranskat)abstract
- In 2017, the Norwegian Ministry of Education and Research implemented a project to develop curriculum guidelines for all health and social care programmes. The modified RAND/UCLA appropriateness method used by the group developing guidelines for programmes in prosthetics and orthotics is described. The method resulted in 126 learning outcomes that were condensed into 48, encompassed within eight competency areas. This number is greater than the number of learning outcomes found in most existing syllabi but comparable to those found in similar work carried out internationally. The article suggests that the RAND/UCLA appropriateness method is a suitable method to deploy in the development of curriculum guidelines.
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| 6. |
- Holmberg, Leif, 1943-
(författare)
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Coach, consultant or mother : supervisors' views on quality in the supervision of bachelor theses
- 2006
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Ingår i: Quality in Higher Education. - 1353-8322 .- 1470-1081. ; 12:2, s. 207-216
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Tidskriftsartikel (refereegranskat)abstract
- This study is about what supervisors perceive as crucial aspects of quality in supervising students writing their bachelor theses. The questions on quality are related to a scientific perspective, a learning perspective, a societal perspective and a social perspective. The study demonstrates that the criteria on science varied considerably, despite the supervisors being in a single discipline area. There is also marked variation in views of the relation between science and practice and different supervisors expressed variations in their conception of competence. Furthermore, supervisors perceive their own role as senior researchers or senior consultants, and sometimes also in the supporting role of "deputy mother." The conclusion is that the supervisors seem to have a marked lack of understanding of the differences between them in undertaking their role. A main reason for this seems to be the lack of a common theoretical frame of reference. Due to a lack of communication, possible problems related to different perceptions of understanding the task may remain hidden or at least be neglected and underestimated.
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| 7. |
- Holmberg, Leif
(författare)
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Coach, consultant or mother : supervisors' views on quality in the supervision of bachelor theses
- 2006
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Ingår i: Quality in Higher Education. - : Routledge. - 1353-8322 .- 1470-1081. ; 12:2, s. 207-216
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Tidskriftsartikel (refereegranskat)abstract
- This study is about what supervisors perceive as crucial aspects of quality in supervising students writing their bachelor theses. The questions on quality are related to a scientific perspective, a learning perspective, a societal perspective and a social perspective. The study demonstrates that the criteria on science varied considerably, despite the supervisors being in a single discipline area. There is also marked variation in views of the relation between science and practice and different supervisors expressed variations in their conception of competence. Furthermore, supervisors perceive their own role as senior researchers or senior consultants, and sometimes also in the supporting role of "deputy mother." The conclusion is that the supervisors seem to have a marked lack of understanding of the differences between them in undertaking their role. A main reason for this seems to be the lack of a common theoretical frame of reference. Due to a lack of communication, possible problems related to different perceptions of understanding the task may remain hidden or at least be neglected and underestimated.
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| 8. |
- Holmström, Ola, 1972-, et al.
(författare)
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Coordination of courses in university programmes and students' experiences of their studies : student perspectives on the importance of course coordination
- 2024
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Ingår i: Quality in Higher Education. - : Routledge. - 1353-8322 .- 1470-1081. ; 30:2, s. 221-238
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Tidskriftsartikel (refereegranskat)abstract
- This article examines how university students assess the coordination of the courses their programmes contain and how course coordination affects how content they are with their studies. The study is based on survey data from more than 5700 students, collected through Lund University's Student Barometer. The survey examines the students' views on course coordination based on content, workload, administrative procedures and whether or not teachers of different courses provide coherent information. The analysis shows that the coordination of courses has a significant impact on how students experience their studies. The better the course coordination, the more satisfaction students will get from their studies; and the correlation remains stable when several other factors of importance for student satisfaction are included in the analysis. The conclusion of the study is thus that course coordination clearly contributes to explaining variations in students' appreciation of their university studies.
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| 9. |
- Hägg, Ingemund, et al.
(författare)
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Standards for quality? : A critical appraisal of the Berlin Principles for international rankings of universities
- 2013
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Ingår i: Quality in Higher Education. - London : Taylor & Francis Group. - 1353-8322 .- 1470-1081. ; 19:3, s. 326-342
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses the principles developed to assure the quality of international ranking practices for higher education, the so-called Berlin Principles, and the role given to them in the higher education community. While the principles are generally regarded as proper quality assurance principles, they are problematic both in their content and form. This study examines the process leading up to the principles as well as their use, thereby highlighting some legitimacy problems with these principles and the potential impact this may have on the further development of the higher education field. The study is based on official documents and published material.
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| 10. |
- Josefson, Kristina, et al.
(författare)
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Student participation in developing student feedback
- 2011
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Ingår i: Quality in Higher Education. - : Informa UK Limited. - 1353-8322 .- 1470-1081. ; 17:2, s. 257-262
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Tidskriftsartikel (refereegranskat)abstract
- Sweden has a high level of student influence. At Lund University, students are not viewed as counterparts but partners in the university’s activities. Lund University has carried out Student Satisfaction Surveys (baromoters) since the 1990s and an overview has shown that an evaluation culture has grown during the past decade. It is, however, time to pose the critical question: do we ask the right questions? It is important that course evaluations and the institution-wide barometers complement each other without too much overlap. This article proposes a different way to carry through a barometer, where students’ experience mirrors the responses of alumni.
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