A systems approach to program evaluation model for quality in higher education
	Quality Assurance in Education; Volume: 14 Issue: 1
	Fuente: Emerald Group Publishing Limited
	Autoría: Fatma Mizikaci
	Fecha: January 2006
	Resumen
	To propose an evaluation model for the quality implementations in higher education through an analysis of quality systems and program evaluation using a systems approach. Design/methodology/approach – Theoretical background, research and practice of the quality systems in higher education and program evaluation are analysed in conjunction with the concepts of systems approach. The analysis leads to a systems approach-based program-evaluation model for quality implementation in higher education. Findings – The three concepts, quality systems in higher education, program evaluation and systems approach, are found to be consistent and compatible with one another with regard to the goals and organizational structure of the higher education institutions. The proposed evaluation model provides a new perspective for higher education management for the effective and efficient implementation of the quality systems and program improvement. Research limitations/implications – The implementation of the model in a real university setting is necessary for the clarification of the processes. Practical implications – The study provides a constructive analysis of higher-education-related concepts, and a new dimension of quality systems and program evaluation is developed in the model. The approach comprises three subsystems; “social system”, “technical systems”, and “managerial system”. The evaluation of quality in higher education requires inquiry of the components of the systems. Originality/value – This paper proposes an innovative evaluation model integrating the systems approach into quality tools. The model is claimed to be the first in integrating the three approaches.
	Palabras clave: Baldrige Award, Higher education, Quality, Quality assurance

	Web-delivered, problem-based learning in organisational behaviour: a new form of CAOS
	: Higher Education Research & Development; Vol. 23 Issue 4
	Fuente: Academic Search Elite
	Autoría: Waters, Lea1, Johnston, Carol
	Fecha: November 2004
	Resumen
	Recent calls have been made for a fundamental reorientation in higher education from a curriculum that simply transmits information (learner as receiver) to one that encourages students actively to construct their own knowledge and practice suing new skills and concepts (learner as constructor). In response, the Case Analysis in Organisational Situations (CAOS) assessment tool was developed for use in teaching organizational behaviour. It follows the principles of problem-based learning and group work, using an unfolding case design. A pre-test (n=365), immediate post-test (n=323) and delayed post-test (n=129) design was implemented to evaluate the effectiveness of this new learning tool. The assessment of student approaches to learning revealed that students were more likely to adopt a deep approach to learning at the end of CAOS than at the beginning. In general, the results show that CAOS is a useful web-based tool that promotes learning in organizational behaviour. The benefits of CAOS and some suggested improvements to the existing CAOS format are discussed.
	Palabras clave: computer-assisted instruction, distance education, higher education, learning, problem-based learning, internet in education

	Improving Training Outcomes through Blended Learning
	JALN, Volume 9, Issue 4
	Fuente: Internet
	Autoría: Michelle Reece, Certified Medical Representatives Institute; Barbara Lockee, Virginia Polytechnic Institute and State University
	Fecha: December 2005
	Resumen
	Blended learning is a prominent trend in corporate training that has implications for distributed learning across a range of venues and constituents. Typically defined as an instructional program offered through a combination of two or more delivery modes, blended learning utilizes a variety of approaches, including print-based materials, instructor-led training, and web-based training, to name a few. This article describes training strategies and techniques available through blended learning designs, such as pre-work, assessment strategies, and transfer activities. The authors outline the advantages and limitations of blended learning options and present a case study on how one organization, Certified Medical Representatives Institute (CMRI), made the shift to a blended approach in its course product line, highlighting both successes and challenges faced in the transition.

EXPOLearning 2006

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