The Incorporation of Graduates from Higher Technological Education into the Labor Market

Koilias, Christos; Kostoglou, Vassilis; Garmpis, Aristogiannis; Heijden, Beatrice van der

doi:10.4236/jssm.2011.41012

Cited by 9 publications

(8 citation statements)

References 17 publications

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“…In any case we can observe that there is enough space for improvement margins in the first four criteria since they are well below the mean satisfaction value (83.7) while the fifth criterion (Image-Fame) obtains a high satisfaction level which is mainly attributable to its dimensions that also enjoy high satisfaction levels and is related with the lower unemployment rate that is observed for its graduates and generally the graduates of Technological Institutes in comparison with the graduates of other higher education institutes (Koilias et al, 2011).…”

Section: Resultsmentioning

confidence: 93%

Quality Issues in Higher Education: A Multicriteria Framework of Satisfaction Measures

Dimas¹,

Goula²,

Pierrakos³

2011

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Higher education attributes significant interest to student satisfaction because of its potential impact on the quality dimensions of the offered services. This is illustrated from the large number of studies that have shown a moderate to strong relationship between these two concepts. This paper provides a detailed analysis of a student satisfaction survey conducted at the Health Care Management Department of the Technological Education Institute of Athens. The analysis was based on a multi-criteria preference disaggregation method (MUSA). Results are focused on the evaluation of student choices, while significant findings of the applied methodology constitute the determination of strong and weak points of the educational component's preferences that form important suggestions for the improvement of the satisfaction level and the quality characteristics of the correspondent services.

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Section: Resultsmentioning

confidence: 93%

Quality Issues in Higher Education: A Multicriteria Framework of Satisfaction Measures

Dimas¹,

Goula²,

Pierrakos³

2011

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“…When the social good faith's ethic conform to the requirements of the social progress actively, The choice of education is given priority to with adaptation; When the social good faith's ethic behind the requirement of social progress and become the obstacles of social development (Kim & Richarme, 2009), The choice of education is given priority to with beyond and criticism (Lee & Tai, 2008). Relevant national policies and regulations are often appeared after some unhealthy phenomenon or this kind of undesirable phenomenon has lead to serious consequences, it has certain hysteresis than reality (Koilias, Kostoglou, Garmpis, & Van der Heijden, 2011). So the good faith education content should be adapted to the actual situation of the country.…”

Section: Content Integrity Education Curriculum System Design Principlesmentioning

confidence: 99%

The Exploration of College Students’ Honesty Education Curriculum System Constructing

Gang¹,

Degang²

2014

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College students are the builders and successors of the socialist cause, age and reality requires college students to become the high integrity quality group. Construction of college students' honesty education curriculum system can help students establish good faith consciousness and improve their own quality. Education curriculum system construction is a system engineering, teaching content should be scientific, vivid, to be flexible and varied teaching methods, establish and form a complete set of classroom teaching practice teaching link, strengthening teaching management, scientific appraisal, the development of corpus function is needed while paying attention to the quality of teachers.

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“…Though, it is very difficult to define quality in higher education as it complex and complicated and a relative phenomenon, hence it engrosses numerous difficult-bonds due to its complex oddity (Koilias, Kostoglou, Garmpis, & Van der Heijden, 2011). Harvey and Green (1993) however, have suggested to use a structural development of quality, which consists of five dimensions, 1 the Quality as exceptional, 2.…”

Section: Introductionmentioning

confidence: 99%

Measures of Satisfaction from the Implementation of Quality Standards in Higher Education Institutions of Saudi Arabia

2019

DCS

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Background: The purpose of this papers was investigate into the satisfaction from implementation of quality standards in higher education institutions of Saudi Arabia. Quality is the key factor in achieving accreditation. Researchers believe that implementation of quality standards is closely related with the satisfaction of the students and thus quality standards in higher education institutions indirectly plays a pivotal role to improve the outcomes of the universities. Method: Hermeneutics, discourse and heuristic were employed for data analysis with the help computer based qualitative package ATLAS.ti. Findings: The findings shows that there was a satisfaction about the implementing of quality standards in higher education of Saudi Arabia in the large universities, however, on the other hand, the also identified that findings the main reasons of dissatisfaction with implementation of quality standards in some small universities. Conclusion: The study concludes that implementation of quality standards is yet to be dome due to slow pace and they are just in papers and yet until now they have not been put into effect in reality.

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The Incorporation of Graduates from Higher Technological Education into the Labor Market

Abstract: ABSTRACT

Cited by 9 publications

References 17 publications

Quality Issues in Higher Education: A Multicriteria Framework of Satisfaction Measures

Quality Issues in Higher Education: A Multicriteria Framework of Satisfaction Measures

The Exploration of College Students’ Honesty Education Curriculum System Constructing

Measures of Satisfaction from the Implementation of Quality Standards in Higher Education Institutions of Saudi Arabia

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