Institutional effectiveness is the systematic and ongoing process of collecting, analyzing and acting on data and information relating to the goals and outcomes developed to support the higher educational institutions mission and purpose. Institutional effectiveness is oriented towards measuring the performance and using those performances to aid in decision-making and improvement. Institutional effectiveness is a cyclical process in which continuous improvements and refinements on goals and methods are planned in a continuous basis. The institutions of higher education in India are in need of infusion of quality and clarity on the approach of building world-class educational institutions in the Indian context and environment. New benchmarks
The practice is found from interprofessional education, which is the skills learned before they go into practice. Interprofessinal practice and education relate to one another and there it is called Interprofessional practice, education (IPPE) which is the skills that were learnt into practice. It is defined as everyday practices that health care workers use so they can provide efficient care towards the patient, thus in turn the outcomes would be patient satisfaction which has a big role in health care facilities. Patient satisfaction is reached by teamwork which health care workers work with one another to achieve maximal patient care. Interprofessional practice education is used my many workers, even though it has barriers such as language barriers that conflicts with the patient and the health care provider.
Introduction Academic Integrity is an essential component of third level education because it is the fundamental building block in which we derive our professional ethics and integrity from. It sets a pattern for life long integrity in all areas of life. Our job as students is to construct knowledge honestly and fairly. A culture of honesty earns a great deal of respect. Integrity is fundamental to everything we do in college, I don’t think we can have genuine learning without integrity.
Institutional pressures can include external or internal sources (Mihret, et al., 2010). According to DiMaggio & Powell, (1983), there are three institutional pressures coercive, normative, and mimetic. Similarly, Arena & Azzone, (2007) identified the institutional pressures that impact both individuals in part and organization as a whole as rules and regulation (coercive isomorphism); selections of other organizations (mimetic isomorphism); and discussion or professional bodies (normative isomorphism). Isomorphic processes can increase the efficiency of IA activities of an organization. Because being similar to other organizations in their industry rewarded organizations (DiMaggio & Powell, 1983).
This may be due to high pressure on students by peers and family members to perform well in their academics than their counterparts which is most evident in an Indian society (citation). In order to improve academic performance among the high school students it is important to uphold their self-esteem despite various stressors they experience. Hence the present study aims to explore the relationship between academic performance and
A decade of enormous growth and innovation in the field of online learning has had significant impact upon Higher Education by highlighting the issues of Academic Integrity. The Center for Academic Integrity (CAI) defines academic integrity as “a commitment, even in the face of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility. From these values flow principles of behavior that enable academic communities to translate ideals to action.” (REF) The growth of online learning in higher education has created unique challenges in maintaining academic integrity (Rowe, 2004). Although academic integrity is an issue in general, but different researcher (REF) have realized the problem of ensuring academic integrity in online courses. To maintain academic integrity in online learning has become more challenging because of use of Information and Communication Technologies (ICTs) , potentially decreased interaction among online students and teachers, and faculty may not have adequate expertise to prevent or detect cheating (REF) • Online learning is entirely depending upon ICT based resources which have provided new avenues for teaching and learning.
Analysis Of Data In this study on male underachievement, as shown in fig. 2, the majority (67%) of participants’ grades was less than 59 % and notably no participant obtained more than 90% on average. Of the total sample, most males (87%) attend school often enough for their attendance to be considered acceptable by a school’s standards. Of the remaining 13% of students that did not attend often belonged to single parent families. This implies poor grades are linked with single parent households.
Academic excellence of students has been the goal of most higher education institutions. It is because of the assumption that those who excel in their academic endeavors will soon become competent professionals, contributing to the advancement of their respective industries and of the societies they are part of. Therefore, colleges and universities in particular exert all efforts in instilling in their students the significance of academic excellence, thus, challenging them to strive for it. It could also be said that the pursuit of academic excellence must be within the framework of “academic integrity,” which “involves all acts upholding ethical values and maintaining a good moral character within the academic environ and context” (Resurreccion, 2012, p. 34). Furthermore, it is through academic integrity that the public maintains its confidence in the protocol of any investigative endeavour and results as well as in the quality of learning offered at various levels of education (Bretag, 2013).
Institutional authority is the institutional right to exercise certain kinds of power, and this right is merely the liberty that the rules of the institution say a person has. Institutional duties are the duties specified by the rules of the institution, either directly as attached to offices and positions, or indirectly as delegated by a superior. Rights and duties are established to meet institutional goals. In order to know whether the institutional authority is morally justified, we need to know (1) whether the institutional goals are morally permissible or desirable; (2) whether the act violates basic moral
McClelland, (1985): Morgan (1986) and Lovells’ (1982) studies revealed that academic performance of students is a function of achievement motivation, with students high in achievement motivation out-performing those with low achievement motivation. Academic Performance: A Function of Achievement Motivation Among Education Students of Cross River University of Technology, Calabar 69 RHEA, vol.4, 63-83 However, Rosen (1991) reported no significant relationship between academic achievement motivation and subjects’ academic performance. On social achievement motivation and academic performance, several studies showed that the students’ social ranking positively correlates with the students’ academic performance,. (Elkins, 1958): Crow and Crow, 1993: Ezewu, (1978) in Ethothi (2002). Social position in the class is significantly correlated with academic achievement, implying that a student who is liked by his course-mates performs better than those not liked (Ezewu, 1978).