The equity aspect within the framework of the assessment of the quality of Higher Education: Developing indicators to identify students with a higher risk of failure at university with a view to improving equality of chances of success
<p>Desde 2004, la calidad de la Educación Superior en la Bélgica francófona es evaluada por la Agency for Quality Assurance in Higher Education (AEQES). Con este fin, los programas académicos propuestos por las facultades deben ser autoevaluados sobr...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | article |
| Lenguaje: | EN ES |
| Publicado: |
Universitat Politècnica de València
2014
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/0dd4ab920fd244c5bd3591eca489b8bd |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| id |
oai:doaj.org-article:0dd4ab920fd244c5bd3591eca489b8bd |
|---|---|
| record_format |
dspace |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN ES |
| topic |
Equity Quality Evaluation Higher Education Education L |
| spellingShingle |
Equity Quality Evaluation Higher Education Education L Stéphanie Malaise Nathanaël Friant Marc Demeuse The equity aspect within the framework of the assessment of the quality of Higher Education: Developing indicators to identify students with a higher risk of failure at university with a view to improving equality of chances of success |
| description |
<p>Desde 2004, la calidad de la Educación Superior en la Bélgica francófona es evaluada por la Agency for Quality Assurance in Higher Education (AEQES). Con este fin, los programas académicos propuestos por las facultades deben ser autoevaluados sobre un marco de criterios establecidos por dicha autoridad, encargada de su evaluación. Tras una actualización en 2013, este marco incorpora un aspecto que no había sido contemplado en la versión anterior: la equidad. Con la introducción de este aspecto, la AEQES apunta la necesidad de que las universidades no solo formen a graduados sobre la base de alcanzar las competencias, sino también han de asegurar que todo el alumnado disfrute de las mismas oportunidades de aprendizaje. Sin embargo, este marco no identifica a ningún grupo-objetivo, por lo que cada facultad debe decidir por sí misma qué alumno/a o grupo de alumnado estaría en condiciones de recibir la atención especial que precisa. En este contexto, se presenta un estudio de conjunto sobre tres universidades de habla francesa de Bélgica (Demeuse et al., 2013), cuyo objetivo es proporcionar orientaciones para estas evaluaciones. El estudio permite identificar al alumnado más vulnerable, considerando indicadores de relevancia dentro del marco de la financiación diferenciada para la Educación Superior en la Bélgica francófona. Los autores en primer lugar definen los conceptos de calidad y equidad, y luego los indicadores actuales para la identificación del alumnado con un mayor riesgo de fracaso escolar en la Educación Superior. Mediante un análisis del rendimiento del alumnado universitario - en términos de éxito o fracaso - para cuantificar el impacto de las diferentes variables.</p><p><br /><strong>ABSTRACT</strong></p><p>Since 2004, the quality of Higher Education in French-speaking Belgium is assessed by the Agency for Quality Assurance in Higher Education (AEQES). Towards this end, each establishment whose academic programmes are reviewed is required to undertake a self-assessment on the basis of a framework listing the aspects to be taken into account. Following an update in 2013, this framework now includes an aspect that formerly did not receive special attention: equity. By introducing this aspect in its reference framework, AEQES points to the need for universities not only to turn out graduates with relevant skills but also to ensure that all students enjoy equal opportunities to gain a qualification. However, no target group is identified in the framework, so that each establishment must decide on its own which students or groups of students should receive special attention. Against this background, a joint study by three French-speaking Belgian universities (Demeuse et al., 2013) aims to provide guidance for these assessments. The study makes it possible to identify the most “vulnerable” students by testing indicators of relevance within the framework of differentiated financing for higher education in French-speaking Belgium. The authors first of all define the concepts “quality” and “equity”, and then move on to present indicators for identifying students with a higher risk of academic failure in higher education. An analysis of the performance of university undergraduates – in terms of success or failure - makes it possible to quantify the impact of different variables.</p> |
| format |
article |
| author |
Stéphanie Malaise Nathanaël Friant Marc Demeuse |
| author_facet |
Stéphanie Malaise Nathanaël Friant Marc Demeuse |
| author_sort |
Stéphanie Malaise |
| title |
The equity aspect within the framework of the assessment of the quality of Higher Education: Developing indicators to identify students with a higher risk of failure at university with a view to improving equality of chances of success |
| title_short |
The equity aspect within the framework of the assessment of the quality of Higher Education: Developing indicators to identify students with a higher risk of failure at university with a view to improving equality of chances of success |
| title_full |
The equity aspect within the framework of the assessment of the quality of Higher Education: Developing indicators to identify students with a higher risk of failure at university with a view to improving equality of chances of success |
| title_fullStr |
The equity aspect within the framework of the assessment of the quality of Higher Education: Developing indicators to identify students with a higher risk of failure at university with a view to improving equality of chances of success |
| title_full_unstemmed |
The equity aspect within the framework of the assessment of the quality of Higher Education: Developing indicators to identify students with a higher risk of failure at university with a view to improving equality of chances of success |
| title_sort |
equity aspect within the framework of the assessment of the quality of higher education: developing indicators to identify students with a higher risk of failure at university with a view to improving equality of chances of success |
| publisher |
Universitat Politècnica de València |
| publishDate |
2014 |
| url |
https://doaj.org/article/0dd4ab920fd244c5bd3591eca489b8bd |
| work_keys_str_mv |
AT stephaniemalaise theequityaspectwithintheframeworkoftheassessmentofthequalityofhighereducationdevelopingindicatorstoidentifystudentswithahigherriskoffailureatuniversitywithaviewtoimprovingequalityofchancesofsuccess AT nathanaelfriant theequityaspectwithintheframeworkoftheassessmentofthequalityofhighereducationdevelopingindicatorstoidentifystudentswithahigherriskoffailureatuniversitywithaviewtoimprovingequalityofchancesofsuccess AT marcdemeuse theequityaspectwithintheframeworkoftheassessmentofthequalityofhighereducationdevelopingindicatorstoidentifystudentswithahigherriskoffailureatuniversitywithaviewtoimprovingequalityofchancesofsuccess AT stephaniemalaise equityaspectwithintheframeworkoftheassessmentofthequalityofhighereducationdevelopingindicatorstoidentifystudentswithahigherriskoffailureatuniversitywithaviewtoimprovingequalityofchancesofsuccess AT nathanaelfriant equityaspectwithintheframeworkoftheassessmentofthequalityofhighereducationdevelopingindicatorstoidentifystudentswithahigherriskoffailureatuniversitywithaviewtoimprovingequalityofchancesofsuccess AT marcdemeuse equityaspectwithintheframeworkoftheassessmentofthequalityofhighereducationdevelopingindicatorstoidentifystudentswithahigherriskoffailureatuniversitywithaviewtoimprovingequalityofchancesofsuccess |
| _version_ |
1718393666760867840 |
| spelling |
oai:doaj.org-article:0dd4ab920fd244c5bd3591eca489b8bd2021-12-02T12:44:47ZThe equity aspect within the framework of the assessment of the quality of Higher Education: Developing indicators to identify students with a higher risk of failure at university with a view to improving equality of chances of success1887-45921887-4592https://doaj.org/article/0dd4ab920fd244c5bd3591eca489b8bd2014-08-01T00:00:00Zhttp://red-u.net/redu/index.php/REDU/article/view/876https://doaj.org/toc/1887-4592https://doaj.org/toc/1887-4592<p>Desde 2004, la calidad de la Educación Superior en la Bélgica francófona es evaluada por la Agency for Quality Assurance in Higher Education (AEQES). Con este fin, los programas académicos propuestos por las facultades deben ser autoevaluados sobre un marco de criterios establecidos por dicha autoridad, encargada de su evaluación. Tras una actualización en 2013, este marco incorpora un aspecto que no había sido contemplado en la versión anterior: la equidad. Con la introducción de este aspecto, la AEQES apunta la necesidad de que las universidades no solo formen a graduados sobre la base de alcanzar las competencias, sino también han de asegurar que todo el alumnado disfrute de las mismas oportunidades de aprendizaje. Sin embargo, este marco no identifica a ningún grupo-objetivo, por lo que cada facultad debe decidir por sí misma qué alumno/a o grupo de alumnado estaría en condiciones de recibir la atención especial que precisa. En este contexto, se presenta un estudio de conjunto sobre tres universidades de habla francesa de Bélgica (Demeuse et al., 2013), cuyo objetivo es proporcionar orientaciones para estas evaluaciones. El estudio permite identificar al alumnado más vulnerable, considerando indicadores de relevancia dentro del marco de la financiación diferenciada para la Educación Superior en la Bélgica francófona. Los autores en primer lugar definen los conceptos de calidad y equidad, y luego los indicadores actuales para la identificación del alumnado con un mayor riesgo de fracaso escolar en la Educación Superior. Mediante un análisis del rendimiento del alumnado universitario - en términos de éxito o fracaso - para cuantificar el impacto de las diferentes variables.</p><p><br /><strong>ABSTRACT</strong></p><p>Since 2004, the quality of Higher Education in French-speaking Belgium is assessed by the Agency for Quality Assurance in Higher Education (AEQES). Towards this end, each establishment whose academic programmes are reviewed is required to undertake a self-assessment on the basis of a framework listing the aspects to be taken into account. Following an update in 2013, this framework now includes an aspect that formerly did not receive special attention: equity. By introducing this aspect in its reference framework, AEQES points to the need for universities not only to turn out graduates with relevant skills but also to ensure that all students enjoy equal opportunities to gain a qualification. However, no target group is identified in the framework, so that each establishment must decide on its own which students or groups of students should receive special attention. Against this background, a joint study by three French-speaking Belgian universities (Demeuse et al., 2013) aims to provide guidance for these assessments. The study makes it possible to identify the most “vulnerable” students by testing indicators of relevance within the framework of differentiated financing for higher education in French-speaking Belgium. The authors first of all define the concepts “quality” and “equity”, and then move on to present indicators for identifying students with a higher risk of academic failure in higher education. An analysis of the performance of university undergraduates – in terms of success or failure - makes it possible to quantify the impact of different variables.</p>Stéphanie MalaiseNathanaël FriantMarc DemeuseUniversitat Politècnica de ValènciaarticleEquityQualityEvaluationHigher EducationEducationLENESRed U, Vol 12, Iss 2, Pp 119-141 (2014) |