Lietuviškai Content
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Jean-Luc Patry, Angela Gastager
Peer reviewers' dilemmas: values antinomies when evaluating higher education institutions More -
Kęstutis Pukelis, Antanas Smetona
Harmonising the microsystem of the educational concept competence More -
Nataliya Sokolova
Teacher language competence description: towards a new framework of evaluation More -
Elaine Sjögren, Eva L. Ragnemalm, Pia Tingström, Lars Uhlin, Madeleine Abrandt Dahlgren
Academics' reflections on the use of eportfolio documentation of pedagogical skils - a pilot study More -
Laima Sajienė, Rasa Tamulienė
Quality assessment parameters for student support at higher education institutions More -
Kęstutis Pukelis, Nora Pileičikienė
Matching of developed generic competences of graduates in higher education with labour market needs More - Antonio Bustos, Jose Luis Arostegui
The evaluation of a training and employment program: discussion on design More
Abstracts
Jean-Luc Patry, Angela Gastager
Salzburg University
Peer reviewers' dilemmas: values antinomies when evaluating higher education institutions
Abstract
Whenever evaluations are done, there are antinomies of interests both within and between stakeholders. To ac¬count for such antinomies, taxonomy has been developed which will be presented and discussed using the peer-review processes in university evaluations as example.
The taxonomy contains four dimensions: a) seven values domains are distinguished (ethical, methods, social and in¬teractive, legal, economic, personal, and societal values); antinomies can be within or between domains; b) antinomies can be of the either-or-type (dichotomy; "alternative antinomy"), or they can be of the more-or-less type (more of one issue implies less of the other; "gradual antinomy"); c) there are antinomies on the goal dimension (dif¬ferent goals of the same or of different stakeholders are in antinomy, i.e., cannot be achieved simultaneously) and on the means dimension (although the goals are not in antinomy, the means to achieve them are incompatible), on both dimensions there can be alternative and gradual antinomies; d) a normative hierarchy for decision making in the case of antinomies is proposed and argued for.
In evaluating higher education institutions with peer review, all types of antinomies can be found. Examples for such antinomies we have encountered in practical evaluations will be given, and a prototypical antinomy will be analyzed in de¬tail: The peers are seen as stakeholders, and their interests and goals will be discussed (antinomies within one stakeholder). Applying the normative hie¬rarchy can help to find a solution, yet it cannot replace the evaluators' personal decision..
Key words
Peer Review, values dilemmas.
Kęstutis Pukelis, Antanas Smetona
Vytautas magnus University, Vilnius University
Harmonising the microsystem of the educational concept competence
Abstract
Various texts related to education policy and education research have recently started using two conjugate concepts "competency" and "competence". These terms are sometimes treated as synonyms of a single concept; however, in other cases they are separated and used as two terms of different educational concepts. English also has some confusion over the terms "competency" and "competence". They are presented and discussed differently in different resources, i.e. in some cases their meanings correspond but in other cases they differ. All this unnecessary confusion indicates the necessity of concept harmonisation. The analysis of the features of the Lithuanian concepts and their comparison with the English equivalents has shown no objective reasons to use both concepts. These reasons are revealed when discussing the whole microsystem of the concept "competence". The microsystem involves such concepts and terms as "competence", "skill", "aptitude", "ability", "knowledge", "understanding", and "automatic skill". The authors of the article suggest to stop using the English term "competency" and the Lithuanian "kompetencija" as they do not have a clear place in the system of concepts, are synonymously used together with other terms to name already existing concepts or sometimes even do not signify any concept at all. This would prevent from both subject field and translation related confusion.
Key words
Level of performance, aptitude, ability, automatic skill, competence, qualification, skill, professionalism.
Nataliya Sokolova
University of Edinburg
Teacher language competence description: towards a new framework of evaluation
Abstract
This paper focuses on the issue which is often mentioned in publications and which, at the same time, has not yet been fully clarified. Target language competence of a foreign language teacher who is not a native speaker of this language – what is it? How much language does a teacher need to function successfully? Where are they supposed to function? Is it possible to predict in which situations, apart from classroom communication, might a FL teacher be involved? What are most effective ways of assessing their competence with a high degree of validity and reliability?
These are the issues I would like to touch upon in this article. Therefore, the major objective of the paper is to present my view of a FL teacher language competence and to demonstrate that it is wider than general language competence due to some elements added and some others deeply interrelated with pedagogical content knowledge and skills. I will present a tentative structure of a FL teacher language competence – the knowledge and skills that comprise it, the factors which – directly or indirectly – influence the amount and content of teacher communication. The next step will be the analysis of topics and situations which comprise teacher in- and out-of-classroom oral and written communication. I will conclude by giving a definition of a FL teacher language competence and analysing its components subject to assessment with brief description of potential assessment methods.
I first provide a brief literature review which is followed by the description of research methods. My findings are presented in the last part of the article to be followed by conclusions where I summarize the key issues at this stage of research.
Key words
'General' language competence, pedagogical content knowledge, language (communicative) competence, language awareness, classroom language, teacher language assessment, teacher competence evaluation, teachers' training, FL teacher language competence, foreign language teacher.
Elaine Sjögren, Eva L. Ragnemalm, Pia Tingström, Lars Uhlin, Madeleine Abrandt Dahlgren
Linköping University
Academics' reflections on the use of eportfolio documentation of pedagogical skils - a pilot study
Abstract
Evaluation of university teachers' performativity has become a common feature of university policies. The Swedish Higher Education Ordinance states that equal attention should be paid to pedagogical skills and research skills when appointing academic staff. Hence, the definition and documentation of pedagogical skills have become increasingly important. The aim of the present study was to describe academics' experiences of starting and composing a structure in an ePortfolio for documentation of pedagogical and didactical skills. Fifteen teachers participated in a pilot study in which they were required to develop a personal ePortfolio. Focus group interviews with the participants highlighted factors of importance for the success of establishing a personal ePortfolio: clearly communicated goals and procedures provided by the university, a flexible structure for documentation, and the need for support in the process through mentoring. Keeping an ePortfolio challenges the boundaries of what is teacher-owned content and what becomes visible to the external assessment systems used to collect evidence of skills.
Key words
Pedagogical (didactical) skills, ePortfolio, reflection (in the process of learning).
Laima Sajienė, Rasa Tamulienė
Vytautas Magnus University
Quality assessment parameters for student support at higher education institutions>
Abstract
The research presented in this article aims to validate quality assessment parameters for student support at higher education institutions. Student support is discussed as the system of services provided by a higher education institution which helps to develop student-centred curriculum and fulfils students' emotional, academic, social needs, and acts as a precondition for successful academic performance. The article emphasises that the quality of student support can be assessed through academic and non-academic student support dimensions. The following criteria are used to describe the academic dimension: career designing services, academic student information and counselling services, first year students' orientation courses, support for international students, foreign language centre services, library services, and distance study centre services. The non-academic dimension involves psychological counselling services, accommodation services, financial support and legal counselling, services that promote a sense of community, health services, and support for students with disability.
Key words
Academic student support, quality assessment parameters, non-academic student support, student support.
Kęstutis Pukelis, Nora Pileičikienė
Vytautas Magnus University
Matching of developed generic competences of graduates in higher education with labour market needs
Abstract
Higher education provides graduates with both monetary and non-monetary benefits. Globalization and technological developments foster utilitarian approach, therefore the transmission of competences that are relevant in labour market is an important target for higher education institutions. The paper presents findings of research on the match of generic competences of higher education graduates to labour market needs. Research population consisted of graduates of EU member states and Turkey; the issue was analysed through nine sections. Mainly, graduates lack field mastery, time management and ability to work under stress; they have over-developed competences of international orientation.
Key words
Skill, competence.
Antonio Bustos, Jose Luis Arostegui
University of Granada
The evaluation of a training and employment program: discussion on design
Abstract
Universities in Europe have been playing an increasingly important role in the institutional evaluation of political and social systems for the last thirty years. Their major contribution to those processes of accountability has been to add methods and safeguards of evaluative research. In this paper we report an illustration of how evaluative procedures employed in higher education have been used for the evaluation of employment and training programs designed for the implementation of social policies in gender equity. Both quantitative and qualitative research methods were used to evaluate the quality of the services provided both from staff and user perspectives. In this paper we report the process followed and the outcomes obtained with quantitative tools. Outcomes reveal that users' age and grades are key factors both to get a job and to be pleased with the employment program.
Key words
Training, external evaluation, quantitative methodology, program evaluation, social policines.