Studenten over kwaliteit in het hoger onderwijs 1993

<p>The importance of several aspects of quality of higher education and the evaluation of quality of education followed by respondent. period longer then six months without education after secondary education and/or higher education, activities in that period / doing another study before actual study / minimal time needed to finish study / time spend on several elements of study: lectures, practical lectures, training, extended essay, homework / comparison with time spending of the moderate student in same year of study / involvement with care for quality of education / participation in organizational and/or advising commissions / active in student organizations or clubs / importance of several educational targets: oral and written power of expression, practical abilities, ethical topics, factual knowledge, independency and critical attitude, cooperativeness / importance of aspects of quality of education: educational programme, abilities of teachers, interpersonal atmosphere in (practical) lectures, educational materials, study information, tutoring, test and examination information, structure of examination, facilities, accommodation / judgement of these aspects in own study / pace in study, level of difficulty / influence of students on quality of education / ways of quality protection in own study and their perceived effectiveness / effectiveness of (governmental) measures to stimulate the quality in higher education / report mark for quality of actual education / development of quality of higher education in the last 5 year Background variables: basic characteristics/ education/ organizational membership</p>

<p>受访者对高等教育质量若干维度的重要性认知及教育质量评价，具体涵盖：中等教育及/或高等教育结束后未接受教育的时长是否超过六个月、该期间的活动情况；实际学习前是否进行过其他学习；完成学业所需最短时间；在学习各要素（讲座、实践课、培训、拓展论文、作业）上的时间投入；与同年级中等水平学生的时间投入对比；参与教育质量维护的程度；参与组织及/或咨询委员会的情况；是否活跃于学生组织或社团；若干教育目标的重要性（口头与书面表达能力、实践能力、伦理议题、事实性知识、独立性与批判态度、协作能力）；教育质量若干维度的重要性（教育课程、教师能力、（实践）课堂人际氛围、教学材料、学习信息、辅导、考试信息、考试结构、设施、住宿）；对自身学习中上述维度的评价；学习节奏与难度水平；学生对教育质量的影响；自身学习中的质量保障方式及其感知有效性；政府提升高等教育质量措施的有效性；对当前教育质量的评分；过去五年高等教育质量的发展情况。背景变量包括：基本特征、教育背景、组织成员身份。</p>