Hasil Pencarian  ::  Simpan CSV :: Kembali

Abstrak :
Partisipasi pendidikan tinggi bergantung pada kecerdasan individu yang didapatkan secara alamiah atau melalui jenjang pendidikan sebelumnya. Kecerdasan individu diukur dalam hal pengetahuan literasi, numerasi, dan sains yang terukur melalui penilaian internasional misalnya PISA. Beberapa penelitian terdahulu dalam level mikro membuktikan bahwa skor PISA memengaruhi partisipasi pendidikan tinggi secara signifikan. Partisipasi pendidikan tinggi dianalisis lebih lanjut pada level makro sehubungan partisipasi pendidikan juga dapat dipengaruhi oleh kondisi individu, sosial, politik, dan ekonomi. Penggunaan regresi panel dalam penelitian ini menunjukkan bahwa negara dengan skor PISA yang tinggi tidak mempunyai angka partisipasi pendidikan tinggi yang signifikan. Angka partisipasi pendidiakn tinggi dipengaruhi secara signifikan oleh angka partisipasi pendidikan menengah dan proporsi angka populasi tua. Negara anggota OECD cenderung mempunyai angka partisipasi pendidikan tinggi yang tinggi. Oleh karena itu, untuk meningkatkan partisipasi pendidikan tinggi, negara perlu meningkatkan kualitas dan kuantitas pendidikan menengah, menganjurkan orang tua untuk mengalokasikan biaya untuk pendidikan tinggi generasi muda, dan mempelajari sistem pendidikan tinggi negara anggota OECD. ...... Tertiary education participation depends among others on individual intelligence, which can be obtained naturally or through previous education level. Individual intelligence can be measured by literacy, numeracy, and science knowledge and skills, which are assessed by an international assessment such as PISA. Previous studies at the micro-level proved that the PISA score significantly affects tertiary education participation. It is further analyzed at the macro-level as educational participation can also be affected by individual, social, political, and economic conditions. Applying panel regressions, this study shows that a country with high PISA scores does not have a significant tertiary education participation rate. However, the tertiary education participation rate of the country is significantly affected by the secondary education participation rate and the share of old populations. Countries that are a member of OECD tend to high tertiary education participation rate. Hence, to increase tertiary education participation, a country should improve the quality and quantity of its secondary education, encourage the elder to allocate financial resources for tertiary education of the younger generation, and study the tertiary education system of the OECD member countries.

Abstrak :
Student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to improve higher education teaching and learning, and other areas of student tertiary experience. Despite this, little academic literature has focussed on the experiences of academics, higher education leaders and managers. The final title in the Chandos learning and teaching series to focus on student feedback, Enhancing learning and teaching through student feedback in the medical and health Sciences expands on topics covered in the previous publications, focussing on the medical and health science disciplines. This edited title includes contributions from experts in higher education quality, and student feedback from a range of countries, such as Australia, Europe, Canada, the USA, the UK, South East Asia and India. The book is concerned with the practices of evaluation and higher education quality in medical and health science disciplines, with particular focus on student feedback. The book begins by giving a discipline-specific overview of student feedback in medical and health sciences, before moving on to take a global perspective. The penultimate chapter considers the accountability of student evaluations in health and medical sciences, before a conclusion summarises the practices of student feedback and accountability in medical and health sciences, and suggests future improvements.

Abstrak :
This title is the second Chandos learning and teaching series book that explores themes surrounding enhancing learning and teaching through student feedback. It expands on topics covered in the previous publication, and focuses on social science disciplines. The editors previously addressed this gap in their first book Student Feedback: The cornerstone to an effective quality assurance system in higher education. In recent years, student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to affect improvement in higher education teaching and learning, and also other areas of student tertiary experience. This is an edited book with contributions by experts in higher education quality and particularly student feedback in social science disciplines from a range of countries, such as Australia, Europe, Canada, the USA, the UK and India. This book is concerned with the practices of evaluation and higher education quality in social science disciplines, with particular focus on student feedback.