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Teaching quality in higher education: An introductory review on a process-oriented teaching-quality model

机译:高等教育的教学质量:以过程为导向的教学质量模型的概论

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For improving the quality of teaching in higher education, besides the organisational focus or the result-oriented and momentary evaluations, attention can be paid to teachers and their 'teaching processes'. With this in mind, the information systems quality (ISQ) laboratory developed a process-oriented model that offered teachers a systematic and incremental way for superior teaching excellence. The model, which is termed teaching capability maturity model (T-CMM), is an application of total quality management and the software CMM/CMMI. However, unlike the CMM/CMMI, which is for organisations, the ISQ's T-CMM is designed for individual teachers. Due to its novelty and interdisciplinary nature, the model is reviewed introductorily and its applied concepts and design examined, as well as evaluated in comparison with existing teaching methods. In summarising the roles of the T-CMM in teaching quality management, its value has been highlighted, for serving as a portable quality profile for teachers in pursuing their individual teaching careers.
机译:为了提高高等教育的教学质量,除了以组织为重点或以结果为导向的瞬时评估之外,还应注意教师及其“教学过程”。考虑到这一点,信息系统质量(ISQ)实验室开发了一种面向过程的模型,该模型为教师提供了系统的,渐进的方法,以实现卓越的教学质量。该模型称为教学能力成熟度模型(T-CMM),是全面质量管理和CMM / CMMI软件的应用程序。但是,与用于组织的CMM / CMMI不同,ISQ的T-CMM是为个人教师设计的。由于其新颖性和跨学科性质,对该模型进行了介绍性审查,并对其应用概念和设计进行了审查,并与现有的教学方法进行了比较。在总结T-CMM在教学质量管理中的作用时,它的价值得到了强调,可以作为教师追求个人教学事业的便携式质量概况。

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