Tightening Curricular Connections: CQI and Effective Curriculum Planning

Autor/inn/en	Harper, Betty J.; Lattuca, Lisa R.
Titel	Tightening Curricular Connections: CQI and Effective Curriculum Planning
Quelle	In: Research in Higher Education, 51 (2010) 6, S.505-527 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-010-9167-2
Schlagwörter	Curriculum Development; Total Quality Management; Academic Achievement; Institutional Characteristics; Path Analysis; Engineering; Faculty; Models; Outcomes of Education; Student Experience; Engineering Education; Student Characteristics; Sample Size; Higher Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Quality management; Qualitätsmanagement; Schulleistung; Pfadanalyse; Maschinenbau; Academic Staff; Lehrkörper; Analogiemodell; Lernleistung; Schulerfolg; Studienerfahrung; Ingenieurausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Over the past decade, continuous quality improvement (CQI) has emerged as a strategy for documenting and systematically building academic program quality. This study used a nationally representative sample of engineering faculty members and students to examine the influence of faculty members' CQI activities on the relationships between student and institutional characteristics, student experiences in- and out-of-class, and student learning outcomes. A cluster analysis validated the use of four CQI-related variables to differentiate engineering programs into high- and low-CQI groups. In a multiple group path analysis, the models for the high and low groups differed significantly, supporting the hypothesis that CQI indirectly influences the relationships between student and institutional characteristics, student experiences, and student learning outcomes. Further, the path results suggested a number of modifications to the analytical and conceptual frameworks used in the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10