Evaluation of Curriculum Quality of Postgraduate Studies of Actuarial Science Field

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Evaluation of Curriculum Quality of Postgraduate Studies of Actuarial Science Field is a well researched Project Topic, it can be used as a guide or framework for your Academic Research.

Abstract

Evaluation and survey of curriculum quality as one of the most important components of the universities system is necessary
for different levels in higher education. The main purpose of this
study was to survey the curriculum quality of the Actuarial science
field. Case: the University of Shahid Beheshti and Higher education
institute of Eco insurance (according to viewpoint of students,
alumni, employers, and faculty members).

Descriptive statistics (mean, tables, percentage, and frequency distribution) and inferential statistics (CHI SQUARE) were used to analyze the data. Six criteria considered for the Quality of curriculum: objectives, content, teaching and learning methods, space and facilities, Time, assessment of learning.

Content, teaching and learning methods, space and facilities, assessment of learning criteria were relatively desirable
levels, objectives, and time criteria were desirable level. The quality
of the curriculum of the Actuarial Science field was relatively desirable
level.

INTRODUCTION

N the recent decade concepts such as total quality, total
quality management and strategic management and
planning has gone far beyond the industry and trade has been
considered as a continuum improvement of quality in the field
of education in universities.

The quality of education has never been desirable in industrial societies and every society has experienced special problems such as lack of
motivation among students, the inflexibility of curriculum and
ineffectiveness of the managers [1].

The international conference of “Twenty-first-century University” about quality control and assurance suggests that the member countries
establish national institutions and organizations of validation
to control and assure the quality of all the public and private
higher education institutions.

It also suggests that the quality assurance processes use both self-investigation (internal-assessment and external-assessment) [2]. Besides implying that quality assurance is a common responsibility among
academic societies state that maintaining and improving
quality are two basic goals of the quality assurance process in the
higher education.

So, maintaining, improving, promoting the F. Havas Beigi is a postgraduate of the educational management &planning field from the University of Tehran, Iran (phone: +98 0919 422 1529; e-mail: [email protected]).

M.Vafaee Yeganeh is a postgraduate of an educational research field from
University of Tehran (phone:+98 021 22084084;e mail:[email protected]) E. Mohammadi is a Ph.D., a faculty member of Ilam university, Department of management (+98 0841 2234850;e-mail:[email protected]).

quality, accountability, and increasing competitiveness in both
national and international fields can be the major parts of the
quality assurance process in higher education [3].
Education in the 21 century has created challenges for the
quality assurance that was inconceivable in the last quarter of
century [4].

In a period that globalization, changing structures,
increasing demands for education and etc. are the major
challenges of higher education, it seems necessary for
promoting quality parallel with its quantity development to be
the center of attention of all the people in charge and
curriculum designers of the higher education system [5].

In the educational systems, attending to quality has never been along
with attending to quantity [6].In summary, the basic purpose
of quality education is to improve students’ learning and their
experiences in higher education. This is sought to be achieved
through:
• changing the method of teaching and learning as well as
assessment methods
• renewing the curriculum continually
• updating and upgrading professional knowledge and skills,
and
• improving the broader educational, administrative, and
resource environments in which teaching and learning take
place [7].

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Additional information

Type

Project Topic and Material

Category

Actuarial Science

No of Chapters

5

Reference

Yes

Format

PDF

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