Don't Miss a Chance to Chat With Experts. It's Free!

Quality Education As A Factor Of Organizational Growth Education Essay

Quality instruction is one of the major factors that contribute the fiscal impacts on the organisation.It besides has positive societal impacts on the organisational growing every bit good as the social improvement.It is normally supposed that formal schooling s one of some of import subscribers to the accomplishments of an person and to human capital.

Stop Using Plagiarized Content. Get a 100% Unique Essay on Quality Education As A Factor Of Organizational Growth Education Essay

for $13,9/Page.

Get Essay

It is non the lone facet. Parents, single abilities and friends without uncertainty contribute. Schools however have a peculiar topographic point, non merely because instruction and ‘skill creative activity ‘ are among their chief explicit aims, but besides because they are the factor most non-stop affected by public policies. It is good established that the distribution of personal incomes in society is strongly related to the sum of instruction people have had. Normally talking more schooling means higher life-time incomes. These results come out over the long term. It is non people ‘s income while in school that is affected, nor their income in their first occupation, but their income over the class of their on the job life. Therefore, any seeable effects of the present quality of schooling on the distribution of accomplishments and income will go clear some old ages in the hereafter, when those now in school become a of import portion of the labour force.

Quality Education has become an issue of importance as the landscape of instruction has been confronting uninterrupted alterations: increased international competition, increasing community and geographical diverseness of the pupil organic structure.

Therefore the quality instruction is besides straight linked with the academic and fiscal growing of the organisation, here in this research scope the same standard of correlativity between the standard quality instruction and organisational growing will be tested.

Chapter 1

Problem & A ; Its Background

Introduction

A high-quality instruction provides kids and immature grownup ‘s contact to the chances that we all desire for our kids. Yet supplying a quality instruction for all young person is a alarming challenge.

About every state in Asia has identified educating instruction quality as one of its highest national precedence. In malice of development in reacting to the demand for increased school entree, developing more efficient national planning and policy mechanisms, and implementing immense preparation plans for instructors and decision makers, letdown persists with the potency of instruction systems to back up national economic and societal aspirations. To some extent, plans and policies naming for higher-quality schooling now supplement or even change earlier thought to such precedences as instruction development and school entree. It would look that consent is organizing that instant attending of policymakers and involved international bureaus should be focused on planing and implementing policies, plans, and actions to acquire better instruction quality. Translating the turning consensus into executable policies is a chief challenge.

In all facets of the school and its environing instruction society, the rights of the whole kid, and all kids, to survival, safety, growing and engagement are at the Centre. This means that the focal point is on larning which strengthens the capacities of kids to move bit by bit on their ain behalf through the gaining of relevant cognition, utile accomplishments and suited attitudes ; and which creates for kids, and helps them make for themselves and others, topographic points of security, safety and healthy interface.

Good organisation of capable affair and planning of the class are critical to student larning.Well-structured presentations, lecture-outlines, headers, subheading, and syllabi improve pupils ‘ acquisition experiences. In fact, outlines displacement cognition construction. This produces non merely the prospective in pupils but besides provides a positive growing to the institute.

As globalisation continues, the national and international competition for the best pupils is likely to hike among higher instruction establishments, therefore merely reenforcing force per unit area for Quality Teaching and quality confidence. It is likely that planetary rankings based on the quality of instruction will be set Forth, therefore reenforcing the personal appeal of quality enterprises.

Furthermore, there are more and more pupils who study at different universities, profiting from chances like international scholarships. These pupils are likely to measure the quality of the instruction received at these diverse establishments. It is of import to mensurate the impact of the Quality Teaching enterprises in order to be able to acquire better these enterprises. However measuring the quality of one ‘s instruction remains tough. This complexness may in portion explain why the two most well-known international rankings rely to a great extent on research as a yardstick of the universities ‘ value and go forth aside learning quality. This may nevertheless transform in the hereafter, as the concern about learning quality and pupil acquisition are turning. The option of indexs to quantify learning quality is critical, because it has been shown that rating thrusts larning: How the instructor is judged will surely impact his or her teaching methods. Indexs to measure the instruction quality ( the value of alumnuss, satisfaction of instructors, keeping rates etc ) of an establishment proved of usage but carry a assortment of significances and can even take to misinterpretations. Research workers have the same sentiment that trusty indexs should be chosen, and non merely the most realistic 1s. Furthermore, infinite should ever be left for treatment of the figures obtained.

1.2 Problem Statement

“ Low quality instruction can do spoilage to the approaching coevals every bit good as can earnestly damage the hereafter of the educational establishment which is responsible to supply the educational material to the pupils, to how much extent quality instruction plays its function in this job is portion of this research. ”

Background Information

Organizational Background

The Lahore Grammar School was established in January 1979 at this campus. The nationalisation of educational establishments in 1972 had led to an dismaying diminution in the criterions of direction and services being provided in most schools and colleges.A Intervention in the kingdom of instruction was hence, critical to collar this abysmal province of personal businesss.

In 1978 the Government announced that it would welcome enterprises in the educational sector.A Talking benefit of this, a group of adult females from varied professional backgrounds, including instruction, and with the shared aim of lending in this field, decided to put up a misss ‘ school.

A Today Lahore Grammar School provides instruction to both male childs and misss till A ‘ Level.A It has extended its web to equip to the demands of the in-between income group in its Landmark Schools.A The LGS College for adult females offers a grade programme in humanistic disciplines and scientific disciplines every bit good as unmarried mans in computers.A LGS has subdivisions in Islamabad, Karachi, Quetta, Peshawar, Multan, Faisalabad, Sialkot, Gujranwala, Gujrat, Wah Cantt and.A It offers choice instruction to the small income group through the Lahore Education Society School, wholly supported and funded by LGS.

A The doctrine of this establishment is a comprehensive and tolerant one and one that appreciates diverseness and stresses the significance of sentiments based on rational and informed premises instead that on superstitious notion, sentiment and deficient apprehension of issues.A Emphasis is laid on the apprehension of constructs and making a civilization of thought in the classroom.A Education is seen as a wide and complex procedure of geting cognition and apprehension.

A The school has taken several enterprises in the field of instruction including the publicity of the acting humanistic disciplines that the Board of Lahore Grammar School felt were being neglected at great cost to our cultural traditions and a healthier societal surroundings.

A In add-on, the General Studies plan was devised to A do pupils more cognizant of modern-day issues, both national and universe broad, and their function non merely in developing an apprehension of these issues but motivating a desire to interpret that cognition into active committedness and take stairss, where possible, to convey about positive alteration in their ain environment.

LGS Lahore was the first English medium school to originate the instruction of Punjabi. This is done at the in-between degree for a lower limit of two old ages so that pupils develop an esteem of their cultural roots and a satisfaction in the rich traditions of literature and music of this state. A For those to whom it may non be a first linguistic communication an debut to a new one is non merely utile, but educative.

A A critical component of their plan, other than a wide scope of academic subjects is music, dance, mime argument, play, poesy recitation, there is community service where pupils are confident to portion their accomplishments and learn from the backbones and resiliency of those less fortunate than themselves.A The pupil organic structure of LGS 55-Main Gulberg has been raising money through bake gross revenues in school to give scholarships to pupils at the Pakistan Society for the Rehabilitation of the Disabled ( PSRD ) for the past 11 years.A They have besides been traveling to help kids who are being prepared for the Matric at this institute.A

Problem Background

In current competitory environment of instruction in Pakistan it has become a really important for each and every educational institute or organisation to step and set up a proper quality system instruction in order to crush its challengers. How it can be done is the inquiry for which this research seeks reply.

1.4 Research Questions & A ; Research Objective

1.4.1 Research Questions:

Q1: What is choice instruction?

Q2: How does the quality instruction aid for organisational growing?

Q3: What are different impacts of criterion and quality instruction on the overall educational system of the state every bit good as society?

1.4.2Research Objective

To happen out how different quality factors improve the instruction system with in the establishment every bit good as state.

To happen out the relationship between quality instruction and organisational growth..

To happen out relationship between learning methodological analysiss and pupil ‘s productive end product every bit good as the market repute of the several organisation.

1.5 Hypothesis

H0: Providing quality instruction can non be a factor of organisational growing.

H1: Organizational growing may depend on the factor of quality and standard educational system.

1.6 Scope and Limitations of Study

1.5.1 Scope of the research:

The range of the research will be limited to individual organisation that is Lahore Grammar School, as being the employee of the organisation it will be easy to measure the quality processs and criterions being adopted within the organisation. Although the organisation consist of many subdivisions in the state but research will be conducted with the 200 figure of employee working in the caput office. 120 respondents will be taken as sample out of this population.

1.6.2 Restrictions:

Following restriction may besides be observed during the research process and methodological analysis adopted in aggregation of informations from the resources within the organisation:

Researcher will be unable to near all the subdivisions of LGS.

Bing a female and societal restraint, it will be hard to near physically each and every respondent of the research.

As the population under survey is narrowed to 200 employees merely, therefore the graduated table of the survey is restricted.

Inadequate clip may be a restraint to finish the research within a specific clip interval and research worker in this province may go through over some utile information.

Limited cognition of the people may besides be a barrier for the research worker.

Data will be collected by the research worker herself by agencies of questionnaire.

Research worker may be biased to some extent on giving the concluding recommendations.

The research worker will non be wholly comparing the criterions or quality instruction with international criterions but chief focal point will be choice criterions adopted in Pakistan.

Merely a few factors of quality instruction will be taken for hypothesis attestation.

1.7 Significance of Research

The research on the topic of quality instruction and its impact on the growing of organisation is really critical issue. The quality of instruction and preparation is considered in

to be a concern of the highest political precedence. High degrees of consciousness, competences and accomplishments are considered to be the really indispensable conditions for lively citizenship, employment and societal integrity. Lifelong acquisition is an cardinal agencies of determining one ‘s hereafter on a professional and personal rank, and high-quality instruction is of import in the visible radiation of labour market policies, and the free motion of workers within the state.

This research will be really fruitful for the betterment of the quality instruction within the organisation every bit good as for the other establishments besides.

The absence of any precise survey on quality instruction is manifested by a general deficiency of literature. It would be necessary to transport out such surveies in Pakistan with a position of understanding teacher instruction because it may non be suited to reassign findings from other surveies conducted elsewhere and generalise the findings on the Pakistan instructor instruction section. Surveies that address issues of quality instruction must be conducted in scenes where less or no surveies have been conducted at all. This could assist develop the arguments and the principal of validated research findings in the country of teacher instruction. App. roaches that are at present powerful in analyzing persons ‘ professional acquisition such as action theory, should be used in order to derive from what these theories suggest to choice instruction. Importantly, qualitative enquiry and activity theory focal point on specific scenes of a professional acquisition activity under this research.

1.8 Conceptual Framework of Research

Factors of Quality Education

Academic end product ratio of Institution

Student Coaching system and methodological analysis

Productive quality instruction

Impact on

Organizational / Institutional Growth

Academic part at the community degree.

Professional attitude of the instructors and direction

Management subject

The above conceptual frame of research is based upon some:

Independent variables of research:

Quality Education

Dependent variables of research:

Growth of organisation

Organizational Productivity

Trial of Hypothesis:

Both hypothesis i.e. H0 & A ; H1 will be tested after utilizing some statistical analysis of correlativity.

Chapter 2

Literature Review

The types of impacts examined in the research on the effects of educational quality on the organisational growing by and large fall into three wide classs. First, at the single degree there is a batch of research on how educational quality affects an organisational net incomes and a just sum on how educational quality affects an person ‘s physical and mental wellness. While we were asked to look at how educational quality affects the organisation, persons are members of the community, their households are members of the community, and their friends are members of the community. So if educational quality of an organisation improves an person ‘s economic wellbeing or physical and mental wellness, so that improves the community in which that person lives every bit good as the repute of the organisation to whom the single pupil has been associated with, taking it to the higher rate of growing ( Stephen J. Carroll, Ethan Scherer,2008 ) .

Second, a figure of surveies look at the consequence of educational quality on facets of the Organizational growing. The four sorts of impacts most studied are organisational values, organisational repute, grosss, and competitory border. For illustration, surveies examine the association between educational quality in a school territory and the value of organisation in the country served by that school territory. Other surveies examine the relationship between educational quality in a school territory and grosss generated by that school. As these are the sorts of effects most straight related to the petition posed to us, we put most of our clip and effort into happening and reexamining surveies that examined the impacts of educational quality at this phase.

Harmonizing to Feldman, ( 1989 ) and Murray, ( 1991 ) two qualities are highly linked with student achievement: expressiveness and, even more extensively, organisation. Good organisation of capable affair and planning of the class are of import to student acquisition ( Kallisson 1986 ) . Well-structured presentations, lecture-outlines, headers, subheading, and syllabi encouragement pupils ‘ acquisition experiences ( Feldman 1989, Murray 1991 ) . Indeed, lineations transfer cognition construction. They can function as an progress coordinator supplying pupils with lumping schemes ( Perry and Magnusson 1989, therefore lending to more efficient acquisition.

Degree of instruction as Quality Standard:

In these surveies, quality, as measured, for illustration, by the high school drop-out rate or the fraction of pupils who go on to college after high school, refers to the degree of instruction attained by the pupils served by the schools. Some of the literature suggests that the degree of educational accomplishment is itself a secondary consequence of academic success. That is, if schools do a better occupation of learning their pupils, so the pupils are more likely to finish high school, more likely to travel on to college, and so forth. So these two steps are non wholly independent ; they are interrelated. ( ( Stephen J. Carroll, Ethan Scherer,2008 ) .

Surveies look at these steps at two degrees. Some surveies focus on the person. What difference does it do if a pupil ‘s trial mark is higher or if the pupil completes high school instead than dropping out? In either instance, we are involved in whether the quality of an person ‘s instruction affects the organisational growing. Others look at school or territory norms. Here we are interested in whether the mean quality of the instruction provided by the school or the territory makes a difference to the Organization and community every bit good.

( Stephen J. Carroll, Ethan Scherer,2008 )

There is highly powerful cogent evidence that the quality of a school or a school territory, as measured by mean trial tonss, is positively associated with Institutional growing. Research workers hypothesize that pupils are willing to pay more to analyze in a school that is served higher quality instruction, and the community is willing to pay the more to the pupils holding quality instruction as measured by the mean public presentation of the pupils go toing that school. ( Black, 1999 ; Downes and Zabel, 2002 ) . Many schools, such as Oyster School in Washington, D.C. ( Freeman, 1994, 1998 ) and La Escuela Fratney in Milwaukee, Wisconsin ( Ahlgren, 1993 ) were specially established to conflict the societal and educational favoritism of minorities. Oyster, for illustration, which was started in 1971 as a grass-roots community attempt, was said to fight for linear bilingualism and to promote all of its pupils to see each other as peers ( Freeman, 1994, 1998 ) . This school demonstrated its committedness to this ideal by promoting the growing of minority pupils ‘ native linguistic communication and civilization, utilizing a multicultural set of classs, measuring pupils with multiple, and frequently “ alternate, ” methods, and anticipating a value for diverseness within the community. Fratney ( Ahlgren, 1993 ) besides used a multicultural, anti-bias course of study, and incorporated subjects “ emphasizing societal duty and action ” ( pp. 28-29 ) where gaining to value others ‘ civilizations and linguistic communications was explicitly taught.

At the schoolroom degree, instructors can besides slot in multicultural positions and authenticate the pupils ‘ background cognition and experiences. For illustration, one survey ( Arce, 2000 ) described a first class schoolroom where the instructor implemented a pupil entered course of study and aimed to let the pupils, construct a sense of community, and utilize the pupils ‘ life experiences in the instruction procedure. Through important contemplation, the instructor developed a schoolroom feeling, every bit good as peculiar activities, that focused on doing intending through interactions and important thought.

Takahashi-Breines ‘s ( 2002 ) description of a 3rd class schoolroom instructor in a successful plan in New Mexico explained the same subjects. She besides illustrated how this New Mexican instructor farther improved her pupils ‘ acquisition environment through the connexions she made to their past cognition, during an environment that makes unfastened mention to conveying the values and outlooks of their place and community into the schoolroom, and by making a sense of acquaintance and coherence between herself and her pupils.

In another illustration of a student-centered schoolroom, Buxton ( 1999a, 1999b ) reported the findings from the “ Science Theater/Teatro de Ciencias ” undertaking in a second/third grade bipartisan category in a little Western town, where scientific discipline was taught in both English and Spanish on blinking yearss. This instructional method non merely provided chances for pupils to see, analyze, and speak about scientific discipline constructs, but besides allowed them to convey scientific discipline to their personal lives and to society as a whole. The activities were related to pupils ‘ experiences and anterior cognition, and besides to issues that had societal deductions. Alternate appraisal methods, such as the usage of portfolios, allowed pupils to show both contented and lingual cognition, every bit good as their multi-linguistic consciousness during the usage of both linguistic communications. This authorising theoretical account increased the capacity of minority pupils to associate to science and to pass on themselves in the “ linguistic communication of scientific discipline, ” therefore increasing their academic and organisational success every bit good.

Another concern of importance as respects to Quality Education is that there may be different types of acquisition and instruction. Marton and Saljo ( 1976 ) found that pupils larning attacks are of two kinds: the “ deep attack ” which focuses on understanding the class affair and the “ surface attack ” which focuses on memorising the stuff itself. Furthermore, pupils ‘ attacks to analyze are influenced by the pupils ‘ construct of acquisition ( Van Rossum & A ; Schenk, 1984 ) . Sheepard and Gilbert ‘s ( 1991 ) found that pupils ‘ point of view about the composing of cognition in a subject were influenced by their lectors ‘ theories of instruction and by the pupils ‘ perceptual experience of the acquisition atmosphere.

Teachers ‘ instruction methods are associated to their construct of what the nucleus of instruction is. Kember & A ; Kwan ( 2000 ) stress that professors have one type of learning attack, content-centred or learning-centred. Because of this attack, they execute different types of learning schemes. Differences lay in coaching, focal point, appraisal, adjustment for pupil features, beginning of acquaintance and cognition. Teachers who adopt a content-centred attack see learning chiefly as the conductivity of cognition. Those who have the learning-centred attack are more likely to see instruction as “ larning facilitation ” .

The OECD ( 2006 ) has developed four possible scenarios for the mentality of quality instruction. These scenarios were constructed by taking into history two cardinal variables, the extent of globalisation ( local-global ) and the sum of influence of province authorities ( administration-market ) . The scenarios reference for case the dividing up between learning and research universities or the sweetening of engineering that might hold an indirect but inclusive impact on learning. Globalization and other planetary alterations make reforms necessary for universities worldwide. In 2006 in Athens, the Education Ministers of the OECD zone have identified six countries in which establishments and authoritiess should prosecute in serious reforms – to do higher instruction non merely “ bigger ” but besides “ better ” ( Giannakou, OECD, 2006 ) . These reforms be rational responses to alter in the countries of Funding, More indifferent instruction, Research and invention, Migration and internationalisation. The two other reforms which were deemed necessary concern learning quality. Indeed, the first reform suggested was to develop a “ cagey focal point on what pupils learn ” in universities. The second was to advance reforms that would increase inducements to do establishments more accountable for quality and results ( OECD,2006. )

Chapter 3

Methods and Procedures

Methodology of Study

In order to reply the research inquiries mentioned in chapter 1, research workers will lucubrate here the different picks of methodological analysis that have been adopted in this research paper.

The purpose of thesis is instead explorative as the research worker tends to explicate the Impact of Quality Education on the growing of the institutions.. The research worker will be to some extent descriptive because it is indispensable to hold a clear image about the subject on which researcher want to roll up informations. The research aim will be evidently controlled. Besides it is explorative because it will be analyzing a relationship between the variables of the research that is choice instruction and growing rate of the organisation. A quantitative ( based on study ) analysis will be conducted by utilizing questionnaire method.

Research Sampling

Survey Instrument used

Questionnaire to be used in the research is attached herewith ( see app. endix ) .

Likert graduated table will be adopted to roll up and measure the information on this instrument to measure the relationship between the variables.

Sampling Technique

Convenient trying method will be used in this respects because of limited attack and range of the research.

3.2.3 Sample Size & A ; Population

The sample size out of the 200 population is 120 employees taken as respondents ( sample ) .

Data Collection

As mentioned above the informations will be collected by utilizing the study instrument ( questionnaire ) , and from the bing researches available in published signifier by the old research workers. This primary informations will be analysed to explicate the research worker point of position on the topic of the research.

Research Tools

The tools that will be used in the research for the information analysis is SPSS package to cipher, Mean, Standard divergence, correlativity.

Chapter 4

Data Analysis and Representation

Datas Analysis

In his chapter information related to informations analysis with proper account of processed informations in the SPSS, incorporating informations tabular arraies and graphical representation.

Chapter 5

Decision, Findings & A ; Recommendations

In this subdivision concluding decisions of the survey, research worker ‘s ain findings out of the research and shutting recommendations will be mentioned.

Mentions

Aasen, P. & A ; Stensaker, B. ( 2007 ) , “ Balancing trust and technocracy? : leading preparation in higher instruction ” ; International Journal of Educational Management ; Vol. 21, No. 5, pp. . 331-83

Altbach, P. ( 2006 ) , ” The Dilemmas of Ranking ” . , the Boston College Center for International Higher Education, International Higher Education, Vol. 42.

Astin, A. & A ; Chang, M.J. ( 1995 ) , “ Colleges that stress research and instruction ” , Change, Vol.27, No.5, pp. . 44-49

Barnett, R. ( 2003 ) , Beyond all ground: Life with Ideology in the University, SRHE/OUP, Buckingham

Barrie, S.C & A ; Prosser, M. ( 2002 ) , “ Aligning research on pupil larning with institutional policies and patterns on rating and quality confidence ” , Paper presented at the 11th ISL Conference, Brussels, 4-6

Barrie, S.C. , Ginns, P. and Prosser M. ( 2005 ) , “ Early impact and results of institutionally aligned, pupil focused larning position on learning quality confidence ” , Assessment & A ; Evaluation in Higher Education, Vol.30, No.6, pp. . 641-656

Bass, R. ( 1998 ) , “ The Scholarship of Teaching: What ‘s the Problem? ” Inventio, Vol. 1, No.1 1998-1999

Bauer, M. & A ; Henkel, M ( 1997 ) , “ Responses of Academe to Quality Reforms in Higher instruction: A Comparative Study of England and Sweden ” , Tertiary Education and Management, Vol.3, No.3, pp. .211-228

Beatty, R.W. & A ; Ulrich, D.O. ( 1991 ) , “ Re-energizing the Mature Organization ” , Organizational Dynamics, Vol.20, pp. .16-30

Benowski, K. ( 1991 ) , “ Restoring the pillars of higher instruction ” , Quality Progress, October, pp. .37-42

Bergquist, W. ( 1992 ) , The Four civilizations of the Academy, Jossey-Bass, San Francisco, CA

Biggs, J. ( 2001 ) , “ The brooding establishment: assuring and heightening the quality of instruction and acquisition ” , Higher Education, Vol.41, No.3, pp. .221-238

Bingham, R & A ; Ottewill, R. ( 2001 ) , “ Whatever happ. ened to peer reappraisal? Revitalizing the part of coachs to class rating ” , Quality Assurance in Education, Vol.9, No.1, pp. .22-39

Feldman, K.A. ( 1976 ) , “ Grades and college pupils ‘ ratings of their classs and instructors ” , Research in Higher Education, Vol.4

Feldman, K.A. ( 1976b ) , “ The superior college instructor from the pupils ‘ position ” , Research in Higher Education, Vol.5, pp. .243-288

Feldman, K.A. ( 1989 ) , “ The association between pupil evaluations of specific instructional dimensions and pupil accomplishment: Refining and widening the Synthesis of informations from multisection cogency surveies ” , Research in Higher Education, Vol.30, pp. .583- 645

Frackmann, E. ( 1992 ) “ The German experience ” In Craft, A. ( erectile dysfunction ) , Quality Assurance in Higher Education: Proceedings of an International Conference, Hong Kong, 1991. London: The Falmer Press

Giannakou, M. ( 2006 ) , Minister of National Education and Religious Affairs, Greece ; “ Drumhead by the chair ” , Meeting of OECD Education curates, 27-28 June 2006, Athens Gibbs, G. ( 1995 ) , “ The Relationship between Quality in

Hanushek E. , Kain J. , Rivkin, S. ( 1999 ) , “ Do higher wages buy better instructors? “ , NBER

Hirsch, E. ( 2001 ) , “ Teacher Recruitment ; Staffing Classrooms with Quality Teachers ” , State Higher Education Executive Officers

Kember, D. & A ; Kwan, KP. ( 2000 ) , “ Lecturers ‘ App. roaches to Teaching and their Relationship to Conceptions of Good Teaching ” , Instructional Science, Vol.28, pp. .469-490

Marginson, S. & A ; Van der Wende, M. ( 2007 ) , Globalisation and Higher Education, OECD, Education Working Paper No 8.

Marton F. and Saljo R. ( 1976 ) , “ On qualitative differences in acquisition, result and procedure ” , British Journal of Educational Psychology, Vol. 46, pp. .4-11

Schonwetter D.J, Clifton R.A. and Perry, R.P. ( 2002 ) , “ Contented acquaintance: Differential Impact of Effective Teaching on Student Achievement Outcomes ” , Research in Higher Education, Vol.43, No.6

Scott, P. ( 1998 ) , Massification, Internationalisation and Globalisation, in Scott, P. ( Ed ) , The Globalisation of Higher Education, SHRE / Open University Press, Buckingham

Shepp. ard, C. & A ; Gilbert, J. ( 1991 ) , “ Course design, learning method and pupil epistemology ” , Higher Education, Vol.22, pp. .229-249

Stephenson, F. ( 2001 ) , Extraordinary instructors: The Essence of Excellent Teaching, Andrews McMeel Publishing, Kansas City

Van der Wende, M.C. ( 2007 ) , “ Internationalization of Higher Education in the OECD states: Challenges and Opp. ortunities for the Coming Decade ” , Journal of Studies in International Education, Vol.11, No.34

Winter Argyris, C. & A ; Schon, D. ( 1974 ) , Theory in Practice: Increasing Professional Effectiveness, Jossey Bass, San Francisco, CA

How to cite Quality Education As A Factor Of Organizational Growth Education Essay, Essays

Choose cite format:
Quality Education As A Factor Of Organizational Growth Education Essay. (2018, Sep 04). Retrieved April 8, 2020, from https://phdessay.com/quality-education-as-a-factor-of-organizational-growth-education-essay/.