Alexander C. McCormick – författare

The role, scale and expectations of higher education institutions have changed dramatically in recent times as knowledge-intensity has become a key determinant of economic competitiveness. Higher education institutions face increasing pressure to demonstrate their fitness to meet the needs of society and individuals. Questions about the quality, performance and productivity of higher education are central to these concerns, of relevance to society, governments and students. This Handbook brings together a group of international scholars to address these issues and propose how to move beyond them.This Handbook is the first comprehensive reference, laying out current research in the field, and bringing it up-to-date with cutting-edge theoretical and empirical contributions from leading international experts. Blending new research with richly contextualised national and regional examples, the authors give authoritative insights from around the globe on how best to understand, assess and improve quality, performance and accountability in higher education.This Handbook will become an invaluable tool for practitioners in higher education and education policy-making as well as researchers and students of social science and public policy.Contributors include: K.S. Adeyemo, K. Aleksandriyskaya, A. Amaral, S. Archer, I. Austin, E. Bell, P. Benneworth, C. Blanco, V. Borden, R. Bringle, R. Brown, H. Coates, G. Croucher, D. Dill, M. Dobbins, D. Edwards, A. Fryar, S. Fukahori, A. Gibson, F. Guo, M. Hanlon, L. Harvey, E. Hazelkorn, M. Hicks, N. Hillman, A.Y.-c.Hou, F. Huang, J. Huisman, Y. Ibrahim, R. Ismail, N. Jankowski, E. Jerez, G. Jones, B. Jongbloed, J. Jungblut, P. Kelly, R. King, K. Kinser, M. Klemencic, G. Kuh, J. Lane, L. Lange, M.C. Lennon, S.E. Lid, N.C. Liu, Y. Luo, M. Mahat, J. Marino, M. Martin, W.F Massy, A.C. McCormick, K. Moore, S. Moyo, P. Noonan, D. Orr, R. Shavelson, J. Shi, O.-J. Skodvin, B. Stensaker, F. Strydom, P. Teixeira, R. Tijssen, O. Troitschanskaia, A. Usher, F. van Vught, N.V. Varghese, H. Vossensteyn, M. Vukasovic, R. Wagenaar, C.D. Wan, E. Weber, H.P. Weingarten, W. Wen, D. Westerheijden, R. Williams, T. Yang, N. Zeeman, L. Zhang

The role, scale and expectations of higher education institutions have changed dramatically in recent times as knowledge-intensity has become a key determinant of economic competitiveness. Higher education institutions face increasing pressure to demonstrate their fitness to meet the needs of society and individuals. Questions about the quality, performance and productivity of higher education are central to these concerns, of relevance to society, governments and students. This Handbook brings together a group of international scholars to address these issues and propose how to move beyond them.

This Handbook is the first comprehensive reference, laying out current research in the field, and bringing it up-to-date with cutting-edge theoretical and empirical contributions from leading international experts. Blending new research with richly contextualised national and regional examples, the authors give authoritative insights from around the globe on how best to understand, assess and improve quality, performance and accountability in higher education.

This Handbook will become an invaluable tool for practitioners in higher education and education policy-making as well as researchers and students of social science and public policy.

Contributors include: K.S. Adeyemo, K. Aleksandriyskaya, A. Amaral, S. Archer, I. Austin, E. Bell, P. Benneworth, C. Blanco, V. Borden, R. Bringle, R. Brown, H. Coates, G. Croucher, D. Dill, M. Dobbins, D. Edwards, A. Fryar, S. Fukahori, A. Gibson, F. Guo, M. Hanlon, L. Harvey, E. Hazelkorn, M. Hicks, N. Hillman, A.Y.-c.Hou, F. Huang, J. Huisman, Y. Ibrahim, R. Ismail, N. Jankowski, E. Jerez, G. Jones, B. Jongbloed, J. Jungblut, P. Kelly, R. King, K. Kinser, M. Klemencic, G. Kuh, J. Lane, L. Lange, M.C. Lennon, S.E. Lid, N.C. Liu, Y. Luo, M. Mahat, J. Marino, M. Martin, W.F Massy, A.C. McCormick, K. Moore, S. Moyo, P. Noonan, D. Orr, R. Shavelson, J. Shi, O.-J. Skodvin, B. Stensaker, F. Strydom, P. Teixeira, R. Tijssen, O. Troitschanskaia, A. Usher, F. van Vught, N.V. Varghese, H. Vossensteyn, M. Vukasovic, R. Wagenaar, C.D. Wan, E. Weber, H.P. Weingarten, W. Wen, D. Westerheijden, R. Williams, T. Yang, N. Zeeman, L. Zhang

This book provides university teachers, leaders and policymakers with evidence on how researchers in several countries are monitoring and improving student engagement—the extent to which students are exposed to and participate in effective educational practices. It captures insights from international implementations of the National Survey of Student Engagement (NSSE), developed in the United States. In the last half decade NSSE has been adapted and used in several other countries, producing the largest international collaboration yet involving educationally relevant data on students’ engagement in higher education. Leaders of established national collaborations draw on their experiences with hundreds of institutions to contribute their insights. Framed by their cultural and educational contexts, they discuss issues concerning first-year learners, international students, part-time and distance learners, as well as teaching and leadership in support of student learning. Each chapter outlines strategies based on national case studies and presents perspectives supported by concrete examples of how these have played out in diverse settings. The book suggests mechanisms that can be used by institutions, ministries and quality agencies around the world.

This book provides university teachers, leaders and policymakers with evidence on how researchers in several countries are monitoring and improving student engagement—the extent to which students are exposed to and participate in effective educational practices. It captures insights from international implementations of the National Survey of Student Engagement (NSSE), developed in the United States. In the last half decade NSSE has been adapted and used in several other countries, producing the largest international collaboration yet involving educationally relevant data on students’ engagement in higher education. Leaders of established national collaborations draw on their experiences with hundreds of institutions to contribute their insights. Framed by their cultural and educational contexts, they discuss issues concerning first-year learners, international students, part-time and distance learners, as well as teaching and leadership in support of student learning. Each chapter outlines strategies based on national case studies and presents perspectives supported by concrete examples of how these have played out in diverse settings. The book suggests mechanisms that can be used by institutions, ministries and quality agencies around the world.