مقاله انگلیسی کیفیت تحول آفرین در موسسات آموزش عالی (HEIs)

این مقاله علمی پژوهشی (ISI)  به زبان انگلیسی از نشریه الزویر مربوط به سال ۲۰۲۲ دارای ۱۲ صفحه انگلیسی با فرمت PDF می باشد در ادامه این صفحه لینک دانلود رایگان مقاله انگلیسی موجود می باشد.

کد محصول: M1210

سال نشر: ۲۰۲۲

نام ناشر (پایگاه داده): الزویر

نام مجله:   Journal of Business Research

نوع مقاله: علمی پژوهشی (Research articles)

تعداد صفحه انگلیسی: ۱۲ صفحه PDF

عنوان کامل فارسی:

مقاله انگلیسی ۲۰۲۲ :  کیفیت تحول آفرین در موسسات آموزش عالی (HEIs): مفهوم سازی ، توسعه مقیاس و اعتبار سنجی

عنوان کامل انگلیسی:

Transformative Quality in Higher Education Institutions (HEIs): Conceptualisation, scale development and validation

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Abstract

With the increasing post-massification of higher education institutions (HEIs), access-providing business schools (vs elite educational institutions) continue to rank at the bottom in terms of quality. This study defines and develops a measure of quality in the context of access-providing business schools in a developing country. Accessproviding private business schools face competing challenges of balancing inclusiveness and access with excellence and quality. Pursuing inclusiveness and access alongside excellence and quality seems a utopian ideal. However, this study propounds transformative quality as key for addressing these conflicting issues, which have long impacted post-massification and continue to have a grave effect post-pandemic. We propose a five-factor, 27-item scale of transformative quality (TRFQ). We validated the proposed scale through three studies exploring the perspectives of front-line faculty members representing 25 business schools from 10 major cities in India. The study results indicate that TRFQ comprises five dimensions such as critical confidence, problemsolving skills for approach-avoidance, overall awareness, overcoming prejudices and skillfulness. The role of TRFQ in future research has implications and recommendations for institutional management in business schools and for policymakers

Keywords: Transformative quality, Business schools, Higher education institutions (HEIs), Quality Post-massification, Access

۱.Introduction

 In recent years, tertiary education and its policies have undergone tumultuous changes globally (Pitman, 2014). Especially in the West, higher education institutions (HEIs) have struggled to address efficacy and federal funding-related challenges (Waddock & Lozano, 2013). However, country-specific challenges often remain hidden in the crevices of research, which is particularly lacking in North American and European scholarly forums (Nkomo, 2015). With the advent of the privatisation in education in several emerging and developed economies giving way to massification, these challenges are increasingly being recognised globally. Private HEIs, in most cases, have provided technical and vocational education in various disciplines, including engineering, technology, business, management and architecture (Atchoarena & Esquieu, 2002). Privatisation became a favourable alternative to conceptions of education as a public good (Daviet, 2016), and it has paved the way for ‘massification’ in global higher education (HE) systems. Massification implies greater access to college and university education and an increased number of graduates in the labour market, thus rendering education a common good in society (Mok & Jiang, 2017). Massification–a massive quantitative phenomenon which fuelled massive privatisation of higher education, thus became a global policy to meet the increasing need to expand access to higher education (Sanyal & Johnstone, 2011)…

۵.Conclusions

 The present study defines and develops a measure of quality in the context of access-providing higher education institutions (HEIs) in a developing country. It proposes a 27-item scale of transformative quality (TRFQ), as shown in Table 3, and validates it using three studies of frontline faculty representing 25 business schools from 10 major cities across India. The results of the study indicate that TRFQ comprises dimensions of critical confidence, problem-solving skills for approach-avoidance, overall awareness, overcoming prejudices and skillfulness. The role of TRFQ in future research has implications and recommendations for institutional management in HEIs and for policymakers. This section discusses the practical and theoretical implications of the study…

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