Search results for "Quality Assurance"
showing 10 items of 118 documents
Why (not) assess? Views from the academic departments of Finnish universities
2010
In Europe, national quality assurance systems of higher education have begun to be established. In Finland, this development has had the consequence of forcing universities to take notice of assessment procedures. However, little is known about the procedures taking place in individual academic departments as a result of this pan‐European trend. This article describes how academics currently comprehend quality assessment, paying particular attention to self‐evaluations and quality assurance systems. Altogether, the paper casts light on how academics are responding to the increasing university assessment activities.
The Assurance of Quality of Education in Context the Higher Education Reforming Process (Bologna Process)
2006
In the article standards and directions of quality assurance in the European Higher Education Area are presented. Quality of education is presented on examples of poland and France. The independent agency - SAC (State Accreditation Commission) appointed in Poland and National Evaluation Committee CNE (Comite National d`Evaluation) in France directs and evaluates researches, teaching and management of higher education institutions. Processes of institutional evaluation are connected with higher education mission.
Omission of Quality Software Development Practices : A Systematic Literature Review
2018
Software deficiencies are minimized by utilizing recommended software development and quality assurance practices. However, these recommended practices (i.e., quality practices) become ineffective if software professionals purposefully ignore them. Conducting a systematic literature review (n = 4,838), we discovered that only a small number of previous studies, within software engineering and information systems literature, have investigated the omission of quality practices. These studies explain the omission of quality practices mainly as a result of organizational decisions and trade-offs made under resource constraints or market pressure. However, our study indicates that different aspe…
Collegial or Managerial? Academics' Conceptions of Quality in English and Finnish Universities
2009
Two specific forms of quality are identified: Type I, which has a managerial focus and stresses fitness for purpose and accountability, and Type II, which is collegial and concerned with enhancement. Through an analysis of the literature on quality in higher education and small-scale empirical research with a sample of academic staff, this article compares conceptions of quality assurance in the English and Finnish higher education systems. The authors highlight the similarities and differences in the two countries and possible reasons for them. Over time the blend of managerial and collegial approaches to quality has come to favour the former but much more so in England than in Finland, wh…
Everlasting Friends and Enemies? Finnish University Personnel’s Perceptions of Internal Quality Assurance in 2010 and 2017
2019
Even though quality assurance has played a role in European higher education for decades by now, it is still a topic of great discord. While several studies have focused on the initiation phase of ...
ComPWA: A common amplitude analysis framework for PANDA
2014
A large part of the physics program of the PANDA experiment at FAIR deals with the search for new conventional and exotic hadronic states like e.g. hybrids and glueballs. For many analyses PANDA will need an amplitude analysis, e.g. a partial wave analysis (PWA), to identify possible candidates and for the classification of known states. Therefore, a new, agile and efficient amplitude analysis framework ComPWA is under development. It is modularized to provide easy extension with models and formalisms as well as fitting of multiple datasets, even from different experiments. Experience from existing PWA programs was used to fix the requirements of the framework and to prevent it from restric…
Quality for Global Knowledge-Intensive Organizations: A Step-by-Step Guide
2009
Learning and education as well as knowledge-intensive work processes have become more and more internationalized. Knowledge workers are distributed around the world, study programs are exported across borders, and learners work in globally distributed groups. However, the quality of their work differs in many cases. In this paper, an approach to manage quality within the process of internationalization for globally distributed knowledge-intensive organizations (such as universities) is presented. A particular focus is the field of e-Learning. The key quality factors for internationalization of global learning are defined and examples for quality criteria resulting from these factors are int…
Phantom development for daily checks in electron intraoperative radiotherapy with a mobile linac.
2020
Abstract Purpose IORT with mobile linear accelerators is a well-established modality where the dose rate and, therefore, the dose per pulse are very high. The constancy of the dosimetric parameters of the accelerator has to be checked daily. The aim of this work is to develop a phantom with embedded detectors to improve both accuracy and efficiency in the daily test of an IORT linac at the surgery room. Methods The developed phantom is manufactured with transparent polymethyl methacrylate (PMMA), allocating 6 parallel-plate chambers: a central one to evaluate the on-axis beam output, another on-axis one placed at a fixed depth under the previous one to evaluate the energy constancy and four…
Transcranial Magnetic Resonance-guided Focused Ultrasound Surgery (tcMRgFUS) at 1.5T: this is how we do it
2017
Aims and objectives Methods and materials Results Conclusion Personal information References
User-oriented quality for OER: understanding teachers' views on re-use, quality, and trust
2011
We analysed how teachers as users of open educational resources (OER) repositories act in the re-use process and how they perceive quality. Based on a quantitative empirical study, we also surveyed which quality requirements users have and how they would contribute to the quality process. Trust in resources, organizations, and technologies seem to be of particular importance when looking at quality. In our findings, we derive recommendations for learning object repositories and OER user-oriented quality assurance.