Developing a stakeholders' quality assessment model in higher education / Romeo M. Barrios. 6
By: Barrios, Romeo M. 4 0 16 [, ] | [, ] |
Contributor(s): 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: 28 cm. xi, 120 pagesContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Graduate School Library | Graduate School-Thesis/Dissert | LB 2372.E3 .B37 2000 (Browse shelf) | Available | G294 |
Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2000.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. 56
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ABSTRACT: This is a descriptive-exploratory dissertation which aims to develop an instrument of quality assessment for higher education based on the viewpoints of the 6 groups stakeholders in Metro Manila, namely: students, parents, educators, government personnel, businessman and socio-civic grousp. This study is the response to the pressing need to have a mass-based, functional user-friendly instrument that measures quality performance in higher education. It has been observed that a few available instruments that are used today have invariably narrow-based and are self-serving because these tools often exclude legitimate interest groups of HEls called stakeholders. This study substantially involved a broad range of these stakeholders as direct respondents through the two researcher-made instruments; the open-ended questionnaire and the 4-Point Rating Scale instrument. In the open-ended questionnaire a quota sampling technique was used and samples 30 representatives from 6 stakeholder groups. The 4-point Rating Scale was developed after benchmarking all the indicators suggested by the stakeholders in open-ended questionnaire. The instrument was floated via convenient judgemental sampling technique to another set of stakeholders which totaled to 480 respondents. The 4-point rating instrument consists of indicators of quality with assigned rating weights to determine their Relevance to a given HEI. Both the open-ended and 4-point Rating Scale were subjected to content validation, pilot-testing, revision and finally into a focused group discussion of the 4-point Rating Scale which was the proto-type of the final output of this study. The quatitative data were determined through frequencies by calculating their mean and standard deviations. The coefficients of correlation were obtained using the Pearson Product-Moment of Correlation which proved the validity and reliability of the assessment instrument developed in the study. The entire development process of the assessment model has 14 significant stages before the final output was attained. Such process model emphasizes the constant ant and continuous process of coordinating consulting and involving of stakeholders in the participatory system of quality assessment in higher education. The final assessment instrument/model is now called Stakeholders' Assessment of Quality in Higher Education ready for use as self-assessment tool. It is a mass based, functional and user-friendly instrument consisting of 13 pages with 108 indicators of quality which would measure their being Evident in a given HEI.
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