27P. Evaluating Quality of International Distance Education
In this paper, quality is examined from three dimensions design, conformance, and performance. However, the primary focus is on the performance quality of distance education. Previous works have mostly focused on the design and conformance quality. This research is proposing that the true measure of distance education or e-learning should be on the performance quality. This is more important if the distance learning is global in nature. One key finding from the pilot study reveals that local application of the knowledge gained from distance education is the key to career advancement.
Quality management applied to higher education
In the last decade, many universities and American Assembly of Collegiate Schools of Business (AACSB) have increased their interest in applying principles of quality management to higher education. There is general agreement on the tools of quality management, however, there is limited discussion and no universally agreed upon model of quality management. We propose a model of quality management that has three components: quality of design, quality of conformance and quality of performance. The model is applied to Rochester Institute of Technology's College of Business. It provides a framework to identify research, teaching and operational improvement opportunities.
Content strategy in LibGuides: An exploratory study
Abstract Since its inception in 2007, Springshare's LibGuides has become a popular content management system (CMS) with academic libraries. The challenges of managing LibGuides content through a cohesive content strategy have not been well documented. The researchers conducted a survey of academic libraries that were using the LibGuides platform in Fall 2019 to determine how institutions are managing content challenges. Of 120 respondents, only 53% of the respondents indicated that their institutions had content guidelines that LibGuides authors were expected to follow. The top three most observed elements of these content guidelines were page design (80%), content reuse policies (77%), naming conventions (73%), and navigation (3%). 15% of respondents' institutions did not review guides once they were published. Of those that reviewed guides post-publication, authors (84%) most frequently reviewed their own guides. These findings imply that LibGuides are largely cared for on an honour system. Guidelines tend towards quantifiable elements and omit more abstract concepts.