The formation of interaction, communication, and collaboration between lecturers and students, and or students in assignment management during the Covid-19 period requires lecturers to change their pedagogy quckly through choosing the right strategy. This study aims to present information as a measure of the success of lecturers’ strategies in managing assignments to write books with ISBN as an implementation of the quality of academic services during the Covid-19 period. This cross-sectional descriptive survey research method was conducted on 128 fifth semester students of A-D class, Elementary School Teacher Education Study Program, Muhammadiyah University of Tangerang, Academic Year 2020/2021, with 52 web-based questionnaires distributed online using the google form application, measured using 4 response point Likert data format without middle category, using 4 answer options: Strongly Agree, Agree, Disagree, and Strongly Disagree. The management of the assignments to write books with ISBN is very appropriate to do as a lecturer strategy to maximize the quality of academic services in curriculum development courses during the Covid-19 period.
This study aims to examine the implementation of the quality of education services at the Faculty of Health Sciences, Muhammadiyah University of Tangerang. After several problems were found such as; service procedures are still in a manual pattern, there are mismatches of data between Faculties and Universities, there has been no development for improving the skills of education personnel, leaders who rarely attend so that have an impact on obstruction of communication and decision making, and inadequate infrastructure. The data was reviewed through the evaluation component CIPP (Context, Input, Process, Product) and compared to 8 National Education Standard and Guidelines for the Quality Assurance System of the Muhammadiyah University of Tangerang. It was also assessed using five TERRA service quality indicators, including: (Tangibility, Empathy, Reliability, Responsiveness, Assurance). This study was performed using a qualitative approach with descriptive, evaluative, and cross-sectional case studies through interviews, observation, and document study. The results demonstrated the poor implementation of quality education services. This was reviewed through evaluation components: 1. Context (Quality standards of the Faculty of Health Sciences, Vision, Mission, Values and Goals, Development Plan) based on indicators (Tangibility, Empathy); 2. Input (students, teaching staff and education, financing, infrastructure) based on indicators (Tangibility, Empathy); 3. Process (decision making, learning activities) based on indicators (Responsiveness, Reliability); 4. Product (academic-performance, non-academic), based on indicators (Assurance).
The study aims to reveal the desired standards of professional competence, as well as efforts in management development of professional competence, and teacher responses to the policies taken by the principal to development the teachers professional competence. This study used a qualitative approach with descriptive methods of analysis with case study design. The data collection was done by using in-depth interviews, participant observation, and documentation. The results of this study indicate that the efforts undertaken to manage the development of professional competence of teachers is: a) comprehensive recruitment by selection; b) education and training, c) educational supervision, d) learning task, e) increase the motivation of teachers to instill commitment and reward.
This study aims to analyze and get an overview of the form of commitment of leaders in building a culture of quality education in higher tourism education institution (a case study at the Bandung Tourism College). The research method used is descriptive research with a qualitative approach. The main data collection was done through in-depth interviews, observation, and documentation study. Measurement of leadership commitment uses three indicators of commitment, namely affective commitment, continuance commitment, and normative commitment. Meanwhile, supporting data were collected through a questionnaire with a quality organizational survey model to identify the quality phase of an educational institution. The results show that to build a culture of educational quality requires a strong affective commitment, namely the commitment of the leader based on a strong desire to maintain and develop continuously the quality of education so that it can become a daily habit or attitude in the institution he leads, while the position of quality is in the conscious phase. with a score of 53 -68%.
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