| 1. |
- 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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| 2. |
- 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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| 3. |
- 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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| 4. |
- Lucander, Henriette, et al.
(författare)
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Engagement for quality development in higher education : a process for quality assurance of assessment
- 2020
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Ingår i: Quality in Higher Education. - : Routledge. - 1353-8322 .- 1470-1081. ; 26:2, s. 135-155
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on the design, development and evaluation of a novel process for quality assurance of assessments for entire educational programmes. The process was developed and tested by multidisciplinary teaching staff and consists of five phases: inventory, analyses, evaluation, planning change and realising change. The process for quality assurance was evaluated in three diverse programmes. The results show that the process forms a solid base for decisions on short-term as well as long-term quality improvements. It was also found to encourage the development of a quality culture and had an improving effect on the curriculum design, enhanced internal quality work and supported documentation for external quality assurance. The results show that the process has the capacity to engage and involve teachers and other internal stakeholders in the quality development of a range of educational programmes, promoting engaged change for improved quality in a higher education institution.
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