Acceptability of the conceptions of higher education quality to first year students of the study field pedagogy
The article presents which conceptions ofÂ higher education quality are most acceptableÂ to first-year students of the study field of pedagogy.Â It is significant to analyse studentsâ€™ opinionsÂ as more than 10 years ago the EU memberÂ states agreed that higher education institutionsÂ bear responsibility for the quality of higher education.Â Being members of an academic community,Â students are also an important integralÂ part of this process. There is a lack of researchÂ that would focus on which conception of higherÂ education quality students believe to be theÂ most acceptable to them. Respondents (studentsÂ of the study field of pedagogy) are currentlyÂ important actors in the system of higherÂ education quality assurance and once they becomeÂ teachers, they will be an important partÂ of the system of teaching quality assurance.Â The article introduces the following conceptionsÂ of higher education quality: 1) qualityÂ as improvement; 2) quality as excellence;Â 3) quality as transformation; 4) quality as conformanceÂ to set requirements, norms and criteria;Â 5) quality as fulfilment and/or exceedingÂ clientsâ€™/consumersâ€™ needs; 6) quality as fitnessÂ for purpose; 7) quality as value for money.Â An empirical research conducted in 2012 andÂ 2013 helped to identify which conceptions ofÂ higher education quality are most appropriateÂ to the first-year students from the study fieldÂ of pedagogy. 326 first-year students from threeÂ Lithuanian higher education institutions participatedÂ in the research. The research revealedÂ that the two most acceptable conceptions ofÂ higher education quality to first-year studentsÂ of the field of pedagogy are quality as continuousÂ improvement and quality as excellence.
Innovation in Teaching, Future Search, Higher Education, Large-Group Methods, Small-World Networks