Institution
Higher Education Authority
Government•Dublin, Ireland•
About: Higher Education Authority is a government organization based out in Dublin, Ireland. It is known for research contribution in the topics: Higher education & Mainstreaming. The organization has 10 authors who have published 10 publications receiving 182 citations. The organization is also known as: An Tudaras um Ard-Oideachas.
Topics: Higher education, Mainstreaming, Inclusion (education), Quality assurance, Perspective (graphical)
Papers
TL;DR: This guide outlines the major assessment types that are suitable for online assessment and makes a key distinction between formative and summative assessment, primarily on the latter.
Abstract: In this guide, the authors outline the advantages of online eAssessment and examine the intellectual, technical, legal and cost issues that arise from its use. This guide outlines the major assessment types that are suitable for online assessment and makes a key distinction between formative and summative assessment. The focus is primarily on the latter since that is where the difficulties are most acute and robust systems most critical. A range of practical issues relating to the key stages in running a summative e-exam are explored and advice given on system requirements and on how to ensure that the exam runs smoothly when you 'go live'. This section includes consideration of the way that using eAssessment might affect the standard setting and results analysis process. The section on future trends in online assessment explores possibilities such as computer adaptive testing and the automated assessment of free text answers. Finally, there is a consideration of the implications of these trends for management.
74 citations
TL;DR: In this paper, the authors delved into the growing influence and impact of rankings on higher education, as a lens through which to view how the race for reputation and status is changing the higher education landscape, both globally and nationally.
Abstract: This chapter delves into the growing influence and impact of rankings on higher education, as a lens through which to view how the race for reputation and status is changing the higher education landscape, both globally and nationally. The author considers the extent to which rankings are driving policy choices and institutional decisions and the implications of these developments.
55 citations
1 Jan 2014
TL;DR: The Irish Survey of Student Engagement (ISSE) as discussed by the authors was developed to understand how students from diverse backgrounds, as well as first-year and postgraduate students, are engaged with higher education.
Abstract: Higher education in Ireland has gone through rapid change in the last decade. Concerns about quality have grown with expansion of the system. A number of reports have suggested that one way to address such concerns is for students to participate in evaluative processes. A collaborative process was established involving statutory bodies, representatives from the institute of technology and university sectors and student bodies to develop the Irish Survey of Student Engagement (ISSE). This chapter outlines development of the ISSE, and discusses how the data will be used to enhance student development, engagement and transition. The chapter also discusses how the ISSE will be used to understand how students from diverse backgrounds, as well as first-year and postgraduate students, are engaged with higher education.
30 citations
TL;DR: In this article, the authors examined whether peer relations differ among typically developing students and students with different types of SEN using data from the Growing Up in Ireland study of 8,578 nine year olds.
Abstract: Internationally and in Ireland, the adoption of inclusive education frameworks have been broadly welcomed, particularly by parents of children with special educational needs (SEN). Mainstreaming these children is generally viewed as positive primarily because of the social factors associated with attending mainstream schools for children with SEN. Despite this commonly held view, there is increasing evidence to show that children with SEN have difficulties participating in mainstream environments. Using data from the Growing Up in Ireland study of 8,578 nine year olds, this paper examines whether peer relations differ among typically developing students and students with different types of SEN. We focus on the quantity and quality of peer relations using data on the child’s number of friends and, using the Strengths and Difficulties Questionnaire, the quality of relations with their peers. These measures are examined by controlling for a range of individual, home and school-level factors simultane...
22 citations
TL;DR: In this paper, a historical review of Irish education policy since the establishment of the Irish Free State in 1922 is presented, focusing on the issue of investment in education through the lens of the Investment in Education report.
Abstract: Beginning with a historical review of Irish education policy since the establishment of the Irish Free State in 1922, this paper focuses on the issue of investment in education through the lens of the Investment in Education report. Following this historical review, the author explores how the legacy of the past continues to define the ways in which education is structured and delivered in Irish schools. The key achievement of the 1965 report was its success in altering the Irish state's perception of expenditure on education. While this was previously viewed as an expense and an obligation, the report highlighted its longer-term economic value as an investment in the future. While acknowledging the transformative impact of the 1965 report in terms of subsequent trends in the scale of public investment in education, this paper argues that the report's advice in relation to the nature of investment and to the optimal configuration of resources has been largely ignored and neglected in the intervening years...
20 citations
Authors
Showing all 10 results
| Name | H-index | Papers | Citations |
|---|---|---|---|
| Ellen Hazelkorn | 25 | 120 | 3480 |
| Muiris O'Connor | 6 | 8 | 76 |
| Vivienne Patterson | 5 | 6 | 62 |
| Denise Frawley | 2 | 2 | 45 |
| Céline Butté | 2 | 4 | 10 |
| S.M. El-Ajnaf | 1 | 1 | 13 |
| Nigel Purcell | 1 | 1 | 41 |
| Stephen Simukanga | 1 | 1 | 1 |
| Yvonne Fors | 0 | 1 | 0 |
| Henrik Holmquist | 0 | 1 | 0 |
Related Institutes (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2022 | 1 |
| 2020 | 1 |
| 2019 | 1 |
| 2018 | 2 |
| 2016 | 1 |
| 2015 | 1 |