Building an Academic Community : : Challenges for Education Quality Management /

Building an Academic Community : : Challenges for Education Quality Management / / Justyna M. Bugaj, Małgorzata Budzanowska-Drzewiecka, Beata Mikołajczyk.

"Both HEIs and academic communities are affected by global trends that pose many challenges. This raises dilemmas related to community building and the cooperation between academic community members, which requires the exchange of experience, knowledge and information on different levels. There...

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Bibliographic Details
VerfasserIn:
Bugaj, Justyna M.,
Budzanowska-Drzewiecka, Małgorzata,
Mikołajczyk, Beata,
TeilnehmendeR:
Budzanowska-Drzewiecka, Małgorzata,
Mikołajczyk, Beata,
Place / Publishing House:Leiden, The Netherlands : : Koninklijke Brill NV,, [2024]
©2024
Year of Publication:2024
Edition:First edition.
Language:English
Physical Description:1 online resource (219 pages)
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Table of Contents:
  • Intro
  • Contents
  • Figures and Tables
  • Figures
  • Tables
  • Notes on Contributors
  • Introduction
  • 1. Quality Assurance System and Building a Sense of Academic Community Collectiveness
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Academic Community
  • 3 The Meaning of Academic Community
  • 4 Internal Quality Assurance System and Academic Community Teamwork
  • 5 Academic Community Collectiveness Model in the Context of Internal Quality Assurance System
  • 6 Methodology
  • 7 Results
  • 8 Discussion
  • 9 Conclusions and Limitations
  • References
  • 2. Values as the Foundation of the Academic Community in Light of Strategic Documents
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 European Universities at a Time of Change
  • 3 Importance of Values for the Academic Community
  • 4 Competing Value Framework
  • 5 Methodology
  • 6 Results and Conclusions
  • References
  • 3. Uniting Diversity: European Universities Initiative Case
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 European Values as a Community-Building Factor of the EUI
  • 3 European University Initiatives as a Community
  • 4 Methodology
  • 5 Results
  • 5.1 EUI's Partnership Models Offer New Opportunities to Create an Academic Community
  • 5.2 The Education Priority in the EUI Promotes Innovation and Inclusivity by Supporting the Capacity to Build an Academic Community
  • 5.3 Digital Transformation as a Facilitator of EUI Goals Accelerates Alliance Community Building
  • 6 Conclusions
  • References
  • 4. Collaboration of the Academic Community Members within Education Quality Assurance Systems
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 The Roles of Internal Stakeholders in Quality Assurance Systems
  • 2.1 Quality Assurance Systems at Higher Education Institutions
  • 2.2 The Types and Roles of Stakeholders in Internal Quality Assurance Systems
  • 3 Methodology
  • 4 Results.
  • 4.1 The Information about the Cooperation of Internal Stakeholders in QAS s
  • 4.2 Internal Stakeholders' Cooperation in Developing and Implementing QA Policy
  • 4.3 Internal Stakeholders' Cooperation in Designing Programmes
  • 4.4 Internal Stakeholders' Cooperation in Providing and Analyzing Information about Programmes
  • 4.5 Internal Stakeholders' Cooperation in Reviewing and Revising Programmes
  • 5 Discussion and Conclusions
  • Notes
  • References
  • 5. Building the Professional Learning Communities of In-Service Science Teachers in Collaboration
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Background
  • 3 Building a Professional Learning Community of In-Service Teachers and Lecturers in Poland
  • 4 Methodology
  • 5 Results
  • 6 Conclusions
  • Acknowledgment
  • References
  • 6. Students as Co-Creators of a University's Quality Culture
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Quality Culture - Another Way of Approaching Quality in Academia
  • 3 Methodology
  • 3.1 The Theoretical Basis for the Study
  • 3.2 Data Collection and Analysis
  • 4 Results
  • 4.1 Structural-Formal Dimensions of Quality Culture
  • 4.1.1 Normative Elements
  • 4.1.2 Strategic Elements
  • 4.1.3 Operational Elements
  • 4.2 The Connecting Dimensions of Quality Culture
  • 4.2.1 Leadership
  • 4.2.2 Communication
  • 4.2.3 Participation
  • 4.2.4 Trust
  • 4.2.5 Shared Values
  • 4.3 Organizational-Psychological Dimensions of Quality Culture: Individual Human-Dynamics
  • 4.3.1 Responsibility
  • 4.3.2 Commitment
  • 4.3.3 Engagement
  • 5 Discussion and Conclusions
  • Note
  • References
  • 7. Students Poster Conference: An Educational Event for Building Academic Community
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Conferences as a Special Educational Event
  • 3 Methodology
  • 4 Findings
  • 5 Discussion and Conclusions
  • References.
  • 8. Key Success Factors of Virtual Learning Communities in Online Courses: Recommendations
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Concept and Characteristics of Virtual Learning Community
  • 3 Methodology
  • 4 Critical Success Factors of Virtual Learning Community: The Results of the Literature Review
  • 5 Implementing Key Success Factors in Virtual Learning Community: Recommendations for Teachers
  • 5.1 Recommendation 1: Support Interactions between Students
  • 5.2 Recommendation 2: Involve the Students in the Learning Process
  • 5.3 Recommendation 3: Organize Teamwork that Requires Student Cooperation
  • 5.4 Recommendation 4: Maintain Regular Communication
  • 5.5 Recommendation 5: Use a Variety of Technological Tools to Create a Dynamic Space Where Students and Teachers Can Communicate, Engage and Collaborate
  • 5.6 Recommendation 6: Define Learning Objectives
  • 5.7 Recommendation 7: Build a Community Throughout Your Online Course: From Start to Finish
  • 5.8 Recommendation 8: Be Involved
  • 5.9 Recommendation 9: Create a Friendly and Safe Environment
  • 5.10 Recommendation 10: Take into Account the Diversity of Students
  • 6 Discussion and Conclusions
  • RQ1: What factors influence the success of virtual learning communities in online courses in terms of achieving educational goals?
  • RQ2: Which of these factors are crucial?
  • RQ3: How can teachers effectively integrate the determined factors into their educational practices to build the success of virtual learning communities and optimize the attainment of didactic goals?
  • References
  • 9. Strengthening Student Agency, Community, and Trust in Academic Education
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Theoretical Context of Educational Practice
  • 2.1 The First Inspiration - Sociocultural Constructivism and Social Models.
  • 2.2 The Second Inspiration - Relationships Inspired by Humanism and a Facilitating Attitude
  • 2.3 The Third Inspiration - Learning through Experience in the Kolb Cycle
  • 3 Methodology
  • 3.1 Phase 1: Concrete Experience
  • 3.2 Phase 2: Reflective Observation
  • 3.3 Phase 3: Abstract Conceptualization
  • 3.4 Phase 4: Active Experimentation
  • 4 Findings
  • 5 Discussion and Conclusions
  • References.

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