Název: Jak poznáme kvalitní kombinované studium? : pilíře kvality v hodnocení zralými studenty
Variantní název:
- Identifying the quality of part-time studies : mature student perspectives
Zdrojový dokument: Studia paedagogica. 2021, roč. 26, č. 1, s. 125-144
Rozsah
125-144
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2021-1-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/143773
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Cílem článku je z jistit, na základě jakých kritérií konstruují zralí studenti (nad 26 let) kombinovaného studia pedagogických (učitelských i neučitelských) oborů hodnocení kvality svého vysokoškolského studia. K naplnění cíle využívám 28 narativních rozhovorů, v nichž kombinovaní studenti popisují svoji cestu studiem. Na základě tří kol kvalitativní analýz y (iniciální kódování, identifikace a analýza hodnoticích výpovědí, analýza významu jednotlivých hodnoticích výpovědí pro jednotlivé respondenty) představím čtyři pilíře kvality, které mají hlavní slovo v hodnoticích soudech zralých studentů pedagogických oborů. Prvním pilířem je partnerský přístup ke studentům indikovaný vnímavostí učitele a z působem nastavení pravidel. Druhým pilířem je vnímaná smysluplnost na úrovni kurikula předmětů a celkové koncepce studijního programu. Třetím pilířem je optimální náročnost studia indikovaná na jedné straně důstojnými standardy a na straně druhé podřízeností náročnosti cíli studia. Čtvrtým pilířem je didaktická kvalita prezenční výuky i online podpory. V závěru textu navrhuji postup, jak kvalitu studia v očích kombinovaných studentů efektivně zvyšovat.
The article aims to determine criteria that mature part-time students studying for education (teaching and non-teaching) degrees use to evaluate the quality of their higher education studies. Twenty-eight narrative interviews describing mature students' educational paths are analyzed (initial coding, analysis of evaluative statements, and contextualizing statements in narratives). The four pillars of quality perceived by mature students are identified. The first pillar, the attitude toward students, is indicated by interaction style and by ways of setting rules. The second pillar equals the meaning fulness of the subject curriculum and the program curriculum. The third pillar represents the optimal level of demands indicated by keeping educational standards and subordination demands to overall study goals. The fourth pillar depicts the instructional quality for both teaching and online materials. Finally, recommendations for significant quality enhancement are offered.
Note
Článek je jedním z výstupů výzkumného projektu nazvaného Netradiční studenti studující pedagogické obory v terciárním vzdělávání v ČR, jenž je podpořen Grantovou agenturou ČR (č. 18-15451S). Autorka děkuje za poskytnutou podporu.
Reference
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[33] Novotný, P., Brücknerová, K., Juhaňák, L., & Rozvadská, K. (2019). Driven to be a non-traditional student: Measurement of the academic motivation scale with adult learners after their transition to university. Studia paedagogica, 24(2), 109–135. https://doi.org/10.5817/SP2019-2-5
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[35] Potter, J., & Ferguson, C. (2003). Canada's innovation strategy and lifelong learning: Facilitating adult learning in Canada. University of New Brunswick, College of Extended Learning.
[36] Rozvadská, K. (2020). Identity struggles of adult returners. Studia paedagogica, 25(4), 183–199. https://doi.org/10.5817/SP2020-4-9
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[43] Šeďová, K., Švaříček, R., Sedláčková, J., Čejková, I., Šmardová, A., Novotný, P., & Zounek, J. (2016). Pojetí výuky a profesní identita začínajících vysokoškolských učitelů. Studia paedagogica, 21(1), 9–34. http://10.5817/SP2016-1-2
[44] Tsinidou, M., Gerogiannis, V., & Fitsilis, P. (2010). Evaluation of the factors that determine quality in higher education: An empirical study. Quality Assurance in Education, 18(3), 227–244. https://doi.org/10.1108/09684881011058669
[45] Weerasinghe, I. S., & Fernando, R. L. (2017). Students' satisfaction in higher education. American Journal of Educational Research, 5(5), 533–539. https://doi.org/10.12691/education-5-5-9
[46] Zákon č. 197/2014 Sb., Zákon, kterým se mění zákon č. 563/2004 Sb., o pedagogických pracovnících a o změně některých zákonů, ve znění pozdějších předpisů (2014). https://www.psp.cz/sqw/sbirka.sqw?cz=563&r=2004
[2] Abbas, J. (2020b). Service quality in higher education institutions: Qualitative evidence from the students' perspectives using Maslow hierarchy of needs. International Journal of Quality and Service Sciences, 13(4), 305–328. https://doi.org/10.1108/IJQSS-02-2020-0016
[3] Abdullah, F. (2005). HEdPERF versus SERVPERF: The quest for ideal measuring instrument of service quality in higher education sector. Quality Assurance in Education, 13(4), 305–328. https://doi.org/10.1108/09684880510626584
[4] Ali, F., Zhou, Y., Hussain, K., Nair, P. K., & Ragavan, N. A. (2016). Does higher education service quality effect student satisfaction, image and loyalty?: A study of international students in malaysian public universities. Quality Assurance in Education, 24(1), 70–94. http://dx.doi.org/10.1108/QAE-02-2014-0008
[5] Bartoš, V., & Nosek, A. (2016). Systémy zajišťování a hodnocení kvality na vysokých školách v ČR. Aula, 24(2), 2–21.
[6] Blair, E., & Valdez Noel, K. (2014). Improving higher education practice through student evaluation systems: Is the student voice being heard?. Assessment & Evaluation in Higher Education, 39(7), 879–894. https://doi.org/10.1080/02602938.2013.875984
[7] Brücknerová, K. (v tisku). Význam vzájemného učení mezi studenty kombinovaného studia pro prevenci studijní neúspěšnosti. Lifelong Learning.
[8] Brücknerová, K., & Rabušicová, M. (2019). Netradiční vysokoškolští studenti: Charakteristiky a potenciál odloženého studia. Studia paedagogica, 24(1), 33–49. https://doi.org/10.5817/SP2019-1-2
[9] Brücknerová, K., Rozvadská, K., Knotová, D., Juhaňák, L., Rabušicová, M., & Novotný, P. (2020). Educational trajectories of nontraditional students: Stories behind the numbers. Studia paedagogica, 25(4), 93–114. https://doi.org/10.5817/SP2020-4-5
[10] Calvo-Porral, C., Lévy-Mangin, J., & Novo-Corti, I. (2013). Perceived quality in higher education: An empirical study. Marketing Intelligence & Planning, 31(6), 601–619. http://dx.doi.org/10.1108/MIP-11-2012-0136
[11] Canning, J. (2017). Conceptualising student voice in UK higher education: Four theoretical lenses. Teaching in Higher Education, 22(5), 519–531. https://doi.org/10.1080/13562517.2016.1273207
[12] Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research. Sage.
[13] Cross, K. P. (1981). Adults as learners. Increasing participation and facilitating learning. Josey-Bass.
[14] Čejková, I. (2017). Vysokoškolský učitel bez učitelského vzdělání: Problém, nebo výzva?. Pedagogická orientace, 27(1), 160–180. https://doi.org/10.5817/PedOr2017-1-160
[15] De Oliveira, O. J., & Ferreira, E. C. (2009, May). Adaptation and application of the SERVQUAL scale in higher education. In Proceedings of POMS 20th annual conference, Orlando, Florida, USA.
[16] Dvořáčková, J., Pabian, P., Smith, S., Stöckelová, T., Šima, K., & Virtová, T. (2014). Politika a každodennost na českých vysokých školách: Etnografické pohledy na vzdělávání a výzkum. Sociologické nakladatelství.
[17] Friese, S. (2019). Qualitative data analysis with ATLAS.ti. SAGE.
[18] Galeeva, R. B. (2016). SERVQUAL application and adaptation for educational service quality assessments in Russian higher education. Quality Assurance in Education, 24(3), 329–348. https://doi.org/10.1108/QAE-06-2015-0024
[19] Guilbault, M. (2018). Students as customers in higher education: The (controversial) debate needs to end. Journal of Retailing and Consumer Services, 40, 295–298. https://doi.org/10.1016/j.jretconser.2017.03.006
[20] Hamilton, M., & O'Dwyer, A. (2018). Exploring student learning approaches on an initial teacher education programme: A comparison of mature learners and direct entry thirdlevel students. Teaching and Teacher Education, 71, 251–261. https://doi.org/10.1016/j.tate.2018.01.011
[21] Hatcher, L., Kryter, K., Prus, J. S., & Fitzgerald, V. (1992). Predicting college student satisfaction, commitment, and attrition from investment model constructs. Journal of Applied Social Psychology, 22(16), 1273–1296. https://doi.org/10.1111/j.1559-1816.1992.tb00950.x
[22] Hauschildt, K., Gwosc, C., & Vögtle, E. M. (2018). Social and economic conditions of student life in Europe: Eurostudent VI 2016-2018; Synopsis of Indicators. W. Bertelsmann Verlag. https://doi.org/10.3278/6001920cw
[23] Hernon, P. (2002). Quality: New directions in the research. Journal of Academic Liberianship, 28(4), 224–231. https://doi.org/10.1016/S0099-1333(02)00286-0
[24] Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
[25] Chua, C. (2004). Perception of quality in higher education. In R. Carmichael (Ed.), Proceedings of the Australian universities quality forum (s. 1–7). AUQA Occasional Publication.
[26] Chung, E., Turnbull, D., & Chur-Hansen, A. (2017). Differences in resilience between 'traditional' and 'non-traditional' university students. Active Learning in Higher Education, 18(1), 77–87. https://doi.org/10.1177/1469787417693493
[27] Kaldi, S. (2009). Mature student teachers in initial teacher education in Greece: Personal and academic identities. European Journal of Teacher Education, 32(1), 35–49. https://doi.org/10.1080/02619760802553014
[28] Koris, R., & Nokelainen, P. (2015). The student-customer orientation questionnaire (SCOQ). International Journal of Educational Management, 29(10), 115–138. https://doi.org/10.1108/IJEM-10-2013-0152
[29] McLeod, J. (2011). Student voice and the politics of listening in higher education. Critical Studies in Education, 52(2), 179–189. https://doi.org/10.1080/17508487.2011.572830
[30] Ministerstvo školství, mládeže a tělovýchovy. (2020). Strategický záměr ministerstva pro oblast vysokých škol na období od roku 2021. https://www.msmt.cz/file/53277_1_1/
[31] Murphy, M., & Fleming, T. (2000). Between common and college knowledge: Exploring the boundaries between adult and higher education. Studies in Continuing Education, 22(1), 77–93. https://doi.org/10.1080/713695718
[32] Nařízení vlády č. 275/2016 Sb. Nařízení vlády o oblastech vzdělávání ve vysokém školství (2016). https://www.zakonyprolidi.cz/cs/2016-275
[33] Novotný, P., Brücknerová, K., Juhaňák, L., & Rozvadská, K. (2019). Driven to be a non-traditional student: Measurement of the academic motivation scale with adult learners after their transition to university. Studia paedagogica, 24(2), 109–135. https://doi.org/10.5817/SP2019-2-5
[34] Parri, J. (2006). Quality in higher education. Vadyba Management, 2(11), 107–111.
[35] Potter, J., & Ferguson, C. (2003). Canada's innovation strategy and lifelong learning: Facilitating adult learning in Canada. University of New Brunswick, College of Extended Learning.
[36] Rozvadská, K. (2020). Identity struggles of adult returners. Studia paedagogica, 25(4), 183–199. https://doi.org/10.5817/SP2020-4-9
[37] Saar, E., Täht, K., & Roosalu, T. (2014). Institutional barriers for adults' participation in higher education in thirteen European countries. Higher Education, 68(5), 691–710. https://DOI 10.1007/s10734-014-9739-8
[38] Santini, F. D. O., Ladeira, W. J., Sampaio, C. H., & da Silva Costa, G. (2017). Student satisfaction in higher education: A meta-analytic study. Journal of Marketing for Higher Education, 27(1), 1–18. https://doi.org/10.1080/08841241.2017.1311980
[39] Srikanthan, G., & Dalrymple, J. (2003). Developing alternative perspectives for quality in higher education. The International Journal of Educational Management, 17(2), 126–136. http://dx.doi.org/10.1108/09513540310467804
[40] Sultan, P., & Wong, H. (2010). Performance-based service quality model: An empirical study on Japanese universities. Quality Assurance in Education, 18(2), 126–143. https://doi.org/10.1108/09684881011035349
[41] Sultan, P., & Wong, H. Y. (2011). Service quality in a higher education context: Antecedents and dimensions. International Review of Business Research Papers, 7(2), 11–20.
[42] Sultan, P., & Wong, H. Y. (2012, 3. prosince). Cultures' consequences in the assessment of higher education service quality: The case of CQU [příspěvek na konferenci]. Sharing the cup of knowledge, Australian and New Zealand marketing academy conference (ANZMAC), Adelaide, Australia.
[43] Šeďová, K., Švaříček, R., Sedláčková, J., Čejková, I., Šmardová, A., Novotný, P., & Zounek, J. (2016). Pojetí výuky a profesní identita začínajících vysokoškolských učitelů. Studia paedagogica, 21(1), 9–34. http://10.5817/SP2016-1-2
[44] Tsinidou, M., Gerogiannis, V., & Fitsilis, P. (2010). Evaluation of the factors that determine quality in higher education: An empirical study. Quality Assurance in Education, 18(3), 227–244. https://doi.org/10.1108/09684881011058669
[45] Weerasinghe, I. S., & Fernando, R. L. (2017). Students' satisfaction in higher education. American Journal of Educational Research, 5(5), 533–539. https://doi.org/10.12691/education-5-5-9
[46] Zákon č. 197/2014 Sb., Zákon, kterým se mění zákon č. 563/2004 Sb., o pedagogických pracovnících a o změně některých zákonů, ve znění pozdějších předpisů (2014). https://www.psp.cz/sqw/sbirka.sqw?cz=563&r=2004