Table 5 - uploaded by Joseph Hoey
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Aspects of trust as characterized in low-and high-trust environments for assessment
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Over a decade of mandated assessment, state-level evaluation requirements, and more recently the ABET Engineering Criteria 2000 have focused attention on the need to systematically assess student learning in engineering curricula. A primary impediment to the usefulness of systematic assessment lies in how the culture of assessment interacts with no...
Context in source publication
Context 1
... of faculty role includes larger institutional responsibility and goal-setting of high-trust and low-trust environments with respect to assessment, as both identified in the workshops and supported in the literature base. A list of these characteristics is displayed in Table 5, and is presented as a point of departure for further research in this vein. It is necessarily incomplete and preliminary in nature, being drawn from the results of only one research study, but it does serve to point out those aspects of the environment for trust that may help or hinder the progress of an assessment initiative. ...
Citations
... Other articles have focused on the interaction between administrators and faculty in the assessment process. Nault and Hoey [17] argue that establishing a culture of trust in an organization is a necessary first step towards creating a sustainable assessment system. Still other articles have addressed a variety of models that can be used in the development of a framework for assessment. ...
This work indicates the importance of the Final Year Project (FYP) in the strengthening of competences of engineering students. The study also showswhich personal competences of students are reinforced most during the FYP process, including the preparation, elaboration, presentation and defence stages. In order to gather information on this subject, a survey was conducted at two different Spanish technical universities - one public and one private - and a comparative analysis was performed of the questionnaires collected. The competence model considered is that used by the Accreditation Board for Engineering and Technology (ABET), since the official title of the public university has been accredited by this model. The results indicate which personal and professional competences of students are reinforced well by undertaking the FYP. Any significant differences in response by university are explained in the study. For validation purposes, the results were contrasted with the instructor's perspective using the triangulation methodology. Finally, the conclusions drawn will permit the design of new study plans to cope more effectively with the challenges of the FYP in the new Bologna framework.
... The objective of the research seems to include a wide variety of approaches to assessment to make sure that no important component of a successful plan is overlooked . In another work [10], the authors have highlighted a primary impediment to the usefulness of systematic assessment by describing the culture of assessment interactions with norms of organization. The authors argue that building trust in the process is a key factor for the long term success of assessment at the institution. ...
Generally, the engineering program assessment process in line with an accreditation body involves some cyclic and tiring paperwork before any weakness is identified in the system. Additionally, the current state of such systems is that the assessment data are spread over many sub-systems, and there is no way to use them intelligently for better academic process management. It has been a desire of academic institutions to develop these processes in such a way that program management is also facilitated through an integrated system connecting all stakeholders of the program. This paper describes an electrical engineering program assessment process that has been developed and implemented using web semantics to provide intelligent services through an integrated system. The integrated system provides a value-added semantics layer where activities such as annotation, querying and reasoning can be carried out to support management. The framework is developed with a case study of a United Arab Emirates (UAE) University program assessment process to show how semantic web technologies can be used to facilitate program management.
... Transition from considerations related to students' personality (1 st question) to those related to shaping professional route (2 nd question) allows the student to see the own evaluation through the environments of authors who had direct or indirect effect. Some researchers sustained the importance that must be given to support the hypnopaedia, mentioning the contribution of the teachers at student motivation and the interests awakening for one discipline or another (Ford, 2007;Hoey and Nault, 2002). ...
The importance of investigation the students’ management comes from the effect they generate through graduation (known as „image wearerâ€) on prestige, aptness and quality of the university. The evaluation of the viewpoint of the students from the Technical University of Cluj-Napoca on main activities, educational activities and other information in regards of students’ management was conducted. A survey was used in collecting data. The results allowed investigation of students view points on the main aspects of students’ management and provided information for academic managers for orientation of educational activity towards knowledge assimilation and professional development.
... August 18-21, 2002, Manchester, U.K. 2 preliminary inventory of best practices to build trust in assessment was created as a result [8]. ...
Six years after ABET Engineering Criteria 2000 , the practice of assessment remains inconsistently applied in the United States across engineering programs both among institutions and within disciplines. If assessment is to succeed as a long-term strategy for ongoing measurement of outcomes and continuous improvement of student learning, the high levels of faculty resistance to the systematic assessment must be addressed. This may be accomplished by identifying obstacles and applying appropriate solutions once an understanding of the nature of trust in motives, questions, methods, and data as it concerns assessment is established. Investigating barriers to sustaining assessment, reporting perceived weaknesses in commonly used assessment methods, and identifying practical strategies to increase faculty trust in the collected data are the primary foci of this paper. This action research project details recent findings in assessment obstacle analysis among engineering faculty, institutional researchers, and assessment professionals in the United States.
... The assessment meeting serves as a confidence-and trust-building exercise for participating faculty (and administrators) not only in their own assessments of student performance, but in the assessment structures and processes adopted by themselves and their peers. Since the assessment meeting is part of an ongoing, sustainable, recurring assessment process, the degree of trust generated by faculty participation likely exceeds that developed through individual assessment workshops and training sessions [4]. ...
Outcomes assessment processes for computing programs at ERAU Daytona Beach employ indicator courses: A subset of program curriculum reflecting the degree to which specified program outcomes are met. Outcome achievement in each indicator course is reflected by a score on instructor-completed course assessment forms. Collected artifacts to support the assessment are noted and referenced on the form. At an annual assessment meeting, faculty discuss the achievement of program outcomes specific to each indicator course, then the degree to which each outcome was achieved in the whole for each program. The approach requires somewhat limited data collection, supporting a sustainable assessment process. By encouraging a robust discussion regarding course content, delivery, and student performance, the assessment meeting facilitates development of trust by program faculty in assessment processes.
المستخلص:
تسعى هذه الدراسة الى قياس مستوى الثقة التنظيمية وأثره على تحقيق الالتزام الوظيفي لأساتذة مؤسسات التعليم العالي في الجزائر (الجامعات، المراكز الجامعية) بكليات العلوم الاقتصادية والتجارية وعلوم التسيير، مع ادخال الرضى الوظيفي كوسيط بين أبعاد الثقة التنظيمية والالتزام الوظيفي، وللوصول إلى مسعى هذه الدراسة انتهجنا المنهج الوصفي، مع الاستعانة بالاستبانة كأداة لجمع البيانات من عينة عشوائية طبقية غير تناسبية، قدرت ب (502) أستاذ جامعي بمختلف رتبه الوظيفية.
كما تم اعتماد منهجية النمذجة البنائية القائمة على المربعات الصغرى الجزئية SEM-PLS في الدراسة الميدانية، مع معالجة البيانات ببرنامجي (SPSS V22) (Smart-PLS3) من خلال مجموعة من الاختبارات الإحصائية التي تناسب اختبار مختلف فرضيات الدراسة.
اسفرت الدراسة الى أن أساتذة مؤسسات التعليم العالي في الجزائر محل الدراسة لديهم مستوى متوسط لإدراك كل من الثقة التنظيمية وأبعادها والالتزام الوظيفي ببعديه الالتزام (الاستمراري والشعوري)، على غرار بعد الالتزام الأخلاقي الذي كان بمستوى مرتفع؛ بالإضافة إلى وجود أثر للثقة التنظيمية في تحقيق الالتزام الوظيفي لدى أساتذة مؤسسات التعليم العالي في الجزائر محل الدراسة.
كما توصلت الدراسة إلى وجود أثر لأبعاد الثقة التنظيمية الثلاثة؛ الثقة في (حكامة الجامعة، الزملاء، الرئيس المباشر)، وعدم وجود أثر للثقة في الإدارة العليا لتحقيق الالتزام الوظيفي لدى أساتذة مؤسسات التعليم العالي محل الدراسة، بالإضافة إلى وجود وساطة للرضى الوظيفي بين أبعاد الثقة التنظيمية الثلاثة الثقة في (الإدارة العليا، حكامة الجامعة، الزملاء) وتحقيق الالتزام الوظيفي؛ حيث وجود وساطة كلية للإدارة العليا ووساطة جزئية لحكامة الجامعة وزملاء العمل بنسبة على التوالي (15.85%، 13.54%)، غير أنه لا توجد وساطة للرضى الوظيفي بين الثقة في الرئيس المباشر وتحقيق الالتزام الوظيفي، مع عدم وجود فروق بين إجابات أساتذة مؤسسات التعليم العالي في الجزائر محل الدراسة للثقة التنظيمية بأبعادها تعزى للمتغيرات الديمغرافية، بالإضافة الى وجود فروق لمتغير الالتزام الوظيفي تعزى لمتغير العمر والرتبة الوظيفية.
وفي الأخير أوصت الدراسة بضرورة حرص مؤسسات التعليم العالي بالجزائر على: غرس ثقافة الثقة التنظيمية والالتزام الوظيفي داخل مؤسسات التعليم العالي، واستغلال الجانب الأخلاقي في أساتذتها، تطوير العلاقات وتوطيدها بين الأساتذة والإدارة العليا، وضرورة حرص مجلس إدارة الجامعة ورئاسة الجامعة على العدالة في القرارات وتشجيع المشاركة وإرساء الشفافية، انشاء مناخ تنظيمي يرضي الأساتذة مع دعم مراحل المسار المهني وخاصة التقاعد والترقية، وأيضا توفير السكن الوظيفـي، مع وضع منصة رقمية لمعالجة الشكاوى والتظلمات التي تواجه أساتذة مؤسسات التعليم العالي بمختلف رتبهم وأسلاكهم، استحداث منصب متخصص في دراسة سلوك الموظفين في المؤسسات العمومية وبالخصوص مؤسسات التعليم العالي، وضع شراكة مع القطاع الخاص لتوفير رؤوس أموال تحفز وتدعم الرأس المال البشري.
الكلمات المفتاحية: ثقة تنظيمية؛ التزام وظيفي؛ رضى وظيفي؛ أستاذ جامعي؛ مؤسسات تعليم عالي في الجزائر.
Abstract:
This study seeks to Measure the level of organizational trust and its measuring effect on achieving the job commitment of professors of higher education institutions in Algeria (A field study in Faculties of Economic and Commercial Sciences and Management Sciences at Universities and University Centers). With the introduction of job satisfaction as a mediator between the dimensions of organizational trust and job commitment. To reach the endeavor of this study, we used the descriptive approach, and the questionnaire as a tool to collect data, from a non -proportional random sample, estimated at (502) university professor at the various job ranks. Partial Least Squares structural Equation modeling (SEM-PLS) was adopted in the field study, Add to, the data processing by programs (SPSS V22) (Smart-PLS3) through a set of statistical tests suited to the testing of various study hypotheses.
The study yielded a set of results: that professors of higher education institutions in Algeria had an average level of both organizational trust and its dimensions and the job commitment to its dimensions (continuous commitment, affective commitment), but (Ethical commitment) which was at a high level. There is an effect on organizational trust in achieving job commitment among professors of higher education institutions in Algeria.
The study found that an effect of both trust in (Direct Superior, Co-Workers, University Governance, senior management) and a lack of trust in (senior management) to achieve job commitment among the professors of the institutions of higher education in question. Moreover, there is job satisfaction mediation between the three dimensions of organizational trust: trust in (senior management, university governance, Co-Workers) and job commitment; There is full mediation for (senior management) and partial mediation for (university governance and co-workers) respectively (15.85%, 13.54%), however, there is no mediation of job satisfaction between trust in (Direct Superior) head and achievement of job commitment.
Finally, the study recommended that higher education institutions in Algeria should be keen: Planting a culture of organizational trust and job commitment within higher education institutions. Exploiting the moral aspect of its professors, Developing and consolidating relations between professors and senior management. Justice in decisions and encourage participation and establish transparency. Establish an organizational climate that satisfies professors while supporting the stages of the career path especially retirement and promotion, also providing job housing. With a digital platform for addressing complaints and grievances them. In addition. Creation of a position dedicated to the study of employee behavior in public institutions and in the particular higher education institutions, and setting a partnership with the private sector to provide capital that motivates and supports the human capital.
Keywords: Organizational confidence; Job Satisfaction; Job Commitment; University Professor; Higher Education Institutions in Algeria.
Résumé:
Cette étude vise à mesurer le niveau de confiance organisationnelle et son effet de mesure sur la réalisation de l’engagement professionnel des professeurs d’établissements d’enseignement supérieur en Algérie (Une étude de terrain dans les facultés des sciences économiques et commerciales et des sciences de gestion dans les universités et les centres universitaires). Avec l’introduction de la satisfaction au travail en tant que médiateur entre les dimensions de la confiance organisationnelle et l’engagement au travail. Pour atteindre l’objectif de cette étude, nous avons utilisé l’approche descriptive et le questionnaire comme outil de collecte de données, à partir d’un échantillon aléatoire non proportionnel, estimé à (502) professeur d’université aux différents grades. La modélisation structurelle des moindres carrés partiels (SEM-PLS) a été adoptée dans l’étude sur le terrain, Add to, le traitement des données par les programmes (SPSS V22) (Smart-PLS3) par un ensemble de tests statistiques adaptés à l’essai de diverses hypothèses d’étude.
L’étude a produit un ensemble de résultats : que les professeurs d’établissements d’enseignement supérieur en Algérie avaient un niveau moyen de confiance organisationnelle et de ses dimensions et l’engagement professionnel à ses dimensions (engagement continu, engagement affectif), mais (engagement éthique) qui était à un haut niveau. Il y a un effet sur la confiance organisationnelle dans la réalisation de l’engagement professionnel parmi les professeurs des établissements d’enseignement supérieur en Algérie.
L’étude a révélé que la confiance en (Supérieur direct, Co-Workers, gouvernance universitaire, haute direction) et le manque de confiance en (haute direction) pour atteindre l’engagement professionnel des professeurs des établissements d’enseignement supérieur en question avaient un effet. De plus, il y a une médiation de la satisfaction au travail entre les trois dimensions de la confiance organisationnelle: la confiance dans (la haute direction, la gouvernance universitaire, les collègues) et l’engagement au travail; il y a une médiation complète pour (la haute direction) et une médiation partielle pour (gouvernance universitaire et collègues) respectivement (15,85 %, 13,54 %), mais il n’y a pas de médiation de la satisfaction au travail entre la confiance dans la tête (Supérieur direct) et l’atteinte de l’engagement au travail.
Enfin, l’étude recommande que les établissements d’enseignement supérieur en Algérie soient attentifs : Instaurer une culture de confiance organisationnelle et d’engagement professionnel au sein des établissements d’enseignement supérieur. Exploiter l’aspect moral de ses professeurs, Développer et consolider les relations entre les professeurs et la haute direction. Justice dans les décisions et encourager la participation et établir la transparence. Établir un climat organisationnel qui satisfait les professeurs tout en soutenant les étapes du cheminement de carrière, en particulier la retraite et la promotion, en fournissant également un logement d’emploi. Avec une plateforme numérique pour traiter les plaintes et les griefs. En outre. Création d’un poste dédié à l’étude du comportement des employés dans les institutions publiques et dans les établissements d’enseignement supérieur particuliers, et établissement d’un partenariat avec le secteur privé pour fournir un capital qui motive et soutient le capital humain.
Mots Clés : Confiance Organisationnelle ; Engagement Travail ; Satisfaction Travail ; Professeur d’université ; établissements d’enseignement supérieur en Algérie.
