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Books > Social sciences > Education > Higher & further education > General
Quality accreditation in higher education institutions (HEIs) is
currently a buzzword. The need to maintain high-quality education
standards is a critical requirement for HEIs to remain competitive
in the market and for government and regulatory bodies to ensure
the quality standards of programs offered. From being an implicit
requirement that is internally addressed, quality assurance
activities become an explicit requirement that is regularly audited
and appraised by national and international accreditation agencies.
HEIs are voluntarily integrating quality management systems (QMS),
institutional and program-specific, in response to the political
and competitive environment in which it exists. Through its higher
education department or by creating non-profitable accreditation
bodies, many governments have implemented a quality framework for
licensing HEIs and invigilates its adherence based on which
accreditation statuses are granted for HEIs. Global Perspectives on
Quality Assurance and Accreditation in Higher Education
Institutions provides a comprehensive framework for HEIs to address
quality assurance and quality accreditation requirements and serves
as a practical tool to develop and deploy well-defined quality
management systems in higher education. The book focuses on the
critical aspects of quality assurance; the need to develop a
concise and agile vision, mission, values, and graduate attributes;
and to develop a system that effectively aligns the various
activities of the HEI to the attainment of the strategic priorities
listed in the institutional plans. The chapters each cover the
various facets of the quality assurance framework and accreditation
agencies' requirements with practical examples of each. This book
is useful for HEI administrators, quality assurance specialists in
HEIs, heads of academic departments, internal auditors, external
auditors, and other practitioners of quality, along with
stakeholders, researchers, academicians, and students interested in
quality assurance and accreditation in higher education.
![Pine Needles [serial]; 1939 (Hardcover): North Carolina College for Women, Woman's College of the University of,...](//media.loot.co.za/images/x80/5697632865054179215.jpg) |
Pine Needles [serial]; 1939
(Hardcover)
North Carolina College for Women, Woman's College of the University of, University of North Carolina at Green
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R928
Discovery Miles 9 280
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Ships in 10 - 15 working days
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![Pine Needles [serial]; 1948 (Hardcover): North Carolina College for Women, Woman's College of the University of,...](//media.loot.co.za/images/x80/7896656083600179215.jpg) |
Pine Needles [serial]; 1948
(Hardcover)
North Carolina College for Women, Woman's College of the University of, University of North Carolina at Green
|
R928
Discovery Miles 9 280
|
Ships in 10 - 15 working days
|
|
![Pine Needles [serial]; 1951 (Hardcover): North Carolina College for Women, Woman's College of the University of,...](//media.loot.co.za/images/x80/1299586218380179215.jpg) |
Pine Needles [serial]; 1951
(Hardcover)
North Carolina College for Women, Woman's College of the University of, University of North Carolina at Green
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R901
Discovery Miles 9 010
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Ships in 12 - 19 working days
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What happens to teaching when you consider the whole body (and not
just "brains on sticks")? Starting from new research on the
body--aptly summarized as "sitting is the new smoking"--Minding
Bodies aims to help instructors improve their students' knowledge
and skills through physical movement, attention to the spatial
environment, and sensitivity to humans as more than "brains on
sticks." It shifts the focus of adult learning from an exclusively
mental effort toward an embodied, sensory-rich experience, offering
new strategies to maximize the effectiveness of time spent learning
together on campus as well as remotely. Minding Bodies draws from a
wide range of body/mind research in cognitive psychology,
kinesiology, and phenomenology to bring a holistic perspective to
teaching and learning. The embodied learning approaches described
by Susan Hrach are inclusive, low-tech, low-cost strategies that
deepen the development of disciplinary knowledge and skills. Campus
change-makers will also find recommendations for supporting a
transformational mission through an attention to students' embodied
learning experiences.
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Index; 1979
(Hardcover)
University of Massachusetts at Amherst
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R929
Discovery Miles 9 290
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Ships in 10 - 15 working days
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Index; 1997
(Hardcover)
University of Massachusetts at Amherst
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R885
Discovery Miles 8 850
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Ships in 10 - 15 working days
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