A methodology for automated evaluation of projects quality
The paper is devoted to the evaluation of the projects quality as an essential element of the quality assurance efforts. A methodology suitable for the quality evaluation of large-scale European networking educational projects is presented starting with an overview of its phases and important characteristics. Next the basic recommendations given by the methodology related to the quality of project deliverables, quality evaluation procedures and automation of the evaluation are introduced to identify the proposed approach to projects quality.
Oakland on quality management
Part One The Foundations of TQM Understanding quality Models and frameworks for total quality management Leadership and commitment Part Two Planning Policy, strategy and goal deployment Partnerships and resources Design for quality Part Three Performance Performance measurement frameworks Self-assessment, audits and reviews Benchmarking Part Four Processes Process management Process redesign/ engineering Quality management system Continuous improvement Part Five People 14 Human resource management Culture change through teamwork Communications, innovation and learning Part Six Implementation Implementing TQM
Dawn or dusk of the 5th age of research in educational technology? A literature review on (e-)leadership for technology-enhanced learning in higher education (2013-2017)
The aim of this article is to establish the extent to which the concept of e-leadership has taken off as a lens through which to study leadership for technology-enhanced learning (TEL) in higher education. Building on a previous study conducted in 2013, this article thus covers an exploratory review of the literature for the period 2103-2017. It analyses 49 articles which explore both the specific concept of e-leadership as well as other work dealing more generally with leadership and organisational change for TEL in higher education. The findings show that while none of the empirical studies identified in the literature refer explicitly to e-leadership, there are a number of interesting insights to be found in the theoretical articles. The results also highlight the widely different interpretations and applications of the concept of e-leadership and the consequent need for the definition to be refined. The paper concludes with recommendations for further multidisciplinary research at the intersection of the fields of educational technology and educational management, focusing on values, strategy, organisation and leadership interactions at meso level, the economy and public policy at macro level, and teaching and learning at the micro level, as well as for research in Leadership Development for TEL.