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    Developing andsSustaining outcomes assessment in english as a foreign language programs
    (Springer International Publishing AG, 2017) Staub, Donald Francis
    Educational organizations are charged with one critical task: effectively and efficiently ensuring student learning. Traditionally, the determining factor for whether educational institutions had imparted knowledge on their students was simply to count the number of graduates. English as a Foreign Language (EFL) programs have followed this tradition, equating quality with numbers of successful program completers. Over the past two decades, the so-called accountability movement has put increasing pressure on schools to demonstrate quality by evidencing student learning through the assessment of learning outcomes. EFL programs are increasingly being asked to develop and implement learning outcomes assessment programs. To do so, however, can be arduous, and, if not approached thoughtfully, can lead to failure. This chapter explores the principles and practices that are generally believed to be must-haves for successful outcomes assessment programs. This is followed by a discussion of common pitfalls that lead to failure of such initiatives. Finally, the chapter proposes that EFL program leaders who are embarking upon an outcomes assessment process consider the Distributed Leadership model as a means for increasing the probability of success and sustainability of their outcomes assessment initiative.
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    Quality assurance and foreign language programme evaluation
    (Springer International Publishing AG, 2017) Staub, Donald Francis
    The global higher education market is changing quickly as increasing numbers of institutions are entering the playing field. Higher education is no longer solely the province of universities funded by governments. The result of this present condition is that higher education institutions are seeking ways to distance themselves from their competitors. Many are doing so by offering English-medium instruction, which often entails the establishment of an EFL programme for all incoming students who will eventually study in the University's English-medium programmes. These EFL programmes are increasingly under pressure to demonstrate their value to external and internal stakeholders. Thus, quality assurance and evaluation are becoming critical activities for EFL programmes wishing to demonstrate their worth. This paper examines the design and implementation of a quality assurance initiative at an English-medium university in Istanbul, Turkey. Qualitative and quantitative data is used to evidence the success and challenges of establishing this effort.
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    University education in developing economies: access, competition, and neglect
    (Springer International Publishing, 2016-01-01) Staub, Donald Francis
    There is little disputing the link between education and economic development, whether at the level of the nation or the individual. There is abundant support of this tenet. However, at a global level, there appear to be fewer instances where a strategic effort is made by governments to effectively establish and sustain this linkage. This is particularly the case in developing, or emerging economies where governments may have made a commitment to a fully functioning education system-from pre-school through graduate school-yet a gap remains between design and implementation of the education system and realization of economic growth for individuals and the nation. This chapter discusses two critical factors that impede many developing countries from closing the gap. The first is access to quality higher education. The second is the lack of attention in primary and secondary education systems paid to the noncognitive, social, and emotional development of students so that they emerge from their education as healthy, stable, contributing members to the economy of their nation. Access to higher education in many developing countries has increased dramatically since the 1990s, due in large part to the growth in the number of private higher education institutions. Access does not guarantee that it will be a quality experience. Students may graduate only with large debts from tuition loans, yet with no employment to help pay for them. In addition, data clearly shows that affective and non-cognitive traits, which are teachable, can contribute to greater levels of innovation and economic growth, and fewer emotional and disciplinary issues at school and, further on, in the workplace.